...Developmental psychology did not appear in the late 1800's like many fields of psychology. It appeared in the beginning of the 20th century and one of the main founders of developmental psychology was G. Stanley Hall (Smuts, 1996). There were many studies and experiments that were taken that helped process Developmental psychology into what it is today. Developmental psychology was not an easy subject to study. Since Developmental psychology is the study of how humans develop throughout the course of their life span, this made Developmental psychology a very broad field to study. In order to find out the origins and history of developmental psychology, we must first see how it all started beginning with the study of children. Without child psychology, developmental psychology would not exist because In order to study how humans develop we must first study the early stages, beginning with infants and children. Studying children was not an easy task at that time. There were many confusion in the process of studying infants and children. The researchers did not know if children had any bias or what infants sees and feels so the first step that was taken in studying infants and children's were studying their cognitive thinking and their perception. Many researches have been done and some of the results were that infant's cognitive components are being challenged actively (Keil, 2000). Since their cognitive components are being challenged actively, the children's environment would...
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...Human Development Mindy Donaldson PSY 280 April 26, 2015 There are quite a few different theories about human growth and development, and why people do the things that they do. In this paper I will discuss and summarize three theories and how each is related to human growth and development, identifying one influential theorist for each. In addition this paper will include many views of the lifespan perspective followed by an explanation of how nature and nurture effect human development. Developmental theory can be defined as a conglomeration of ideas about achieving a good change in one’s society. Such theories draw on a variety of science disciplines and approaches that can provide a framework to understand how and why people evolve throughout their lifespan. Theorists in an attempt to make sense out of their observations try and design concepts that can outline a person’s development throughout life from one’s start as an infant all the way through adulthood (Berger, 2010). The influential theorists in this paper that I will discuss are: Sigmund Freud, John Watson, and Jean Piaget. Psychoanalytic theory is a theory of personality organization and the dynamics of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior (Berger, 2010 p. 17). (Berger, 2010) According to Freud, development occurs over three stages during the first six years of life, each stage being characterized by sexual...
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...the environment may interact to produce individual differences in life span development. Life Span Perspective of Development To study human development the life span perspective is necessary because it does not just take into account the development that occurs in childhood or adulthood but every phases of life (Berger, 2011). The life span perspective is a view of human development characterized by multicontextual, multicultural, multidisciplinary, multidirectional, and plastic characteristics Development is multicontextual, therefore the several contexts, such as economic constraints, family patterns, and historical conditions embed the lives of humans (Berger, 2011). Development is multicultural; therefore several cultures affect the development of individuals. Development is multidisciplinary; therefore psychology and other disciplines, such as biology, neuroscience, education, economics, anthropology, sociology, religion, history, genetics, and medicine provide insight into development (Berger, 2011). Development is multidirectional; therefore change occurs in every aspect of life and in every direction and not just in a straight line. Development is plastic; therefore any individual possess traits, which may be altered at any given time during life, and change that occurs is ongoing but not...
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...DUAL DIAGNOSIS DEVELOPMENTAL DISABILITY MENTAL RETARDATION Mental Retardation v Intellectual Disability: Current debate in the field Since 2001 the American Association on Mental Retardation has debated changing its name (AAMR to AAID) Intellectual Disability term used more widely in Europe International Association for the Scientific Study of Intellectual Disabilities (IASSIA)World Health Organization (WHO) Mental retardation term value as a diagnostic and specific clinical entity, entitlement programs, death penalty, etc. “Disability” is a common consistent term used across a variety of disabilities Intellectual disability does not necessary connote the developmental nature of the deficit Mental Retardation and Mental Health: Trends & Shifting Services: MR/DD are living in neighborhoods & communities, not segregated institutions Changing perspective of range & extent of psychiatric disorders in MR/DD Strain produced on both the MR & the MH systems- a messy system Use of generic & community services Needs- cross training and education, interagency collaboration & planning FEDERAL DEFINITION: DEVELOPMENTAL DISABILITIES: The term "developmental disability" means a severe, chronic disability of an individual that - (i) is attributable to a mental or physical impairment or combination of mental and physical impairments; (ii) is manifested...
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...Desiree Green Laura Sanders Writing 222 12 August 2013 EARLY EDUCATION Abstract Social scientists have posited that education can make a significant and long-lasting difference on the lives of children, especially those who experience poverty (Barnett, 1995; Brooks-Gunn, 2003; Karoly, et al, 1998). In recent years, policymakers and researchers in the United States have re-examined the role that quality early education can play in the lives of young children, primarily those growing up in poverty (Rouse, Brooks-Gunn, & McLanahan, 2005). Specifically, some have argued that high quality education and care programs that begin early in life have the potential to close gaps in school achievement that often exist between poor and minority children and their middle-class, mostly White, counterparts (Magnuson & Waldfogel, 2005).Based on these conclusions, U.S. policymakers and practitioners interested in improving the lives of poor children have considered the possibility that early education programs may contribute to solving the myriad of problems that growing up in poverty poses. This paper will examine the benefits of early education and the arguments against early education and references or in text citation with bibliography. Introduction During early years, children go through critical stages of development, and consistent, high-quality early education can have long-lasting, beneficial effects on the overall development of children. Choosing a preschool in which...
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...------------------------------------------------------------ 2. My Experience while I was 3-7 years-------------- 3. THE AGE FROM 8-12 SCHOOL AND ANOTHER SOCIAL ACTIVITY------------ 4. The age between 13-18 (Success and Disaster age) total change | 2334 | | INTRODUCTION Human Development: human development is a long or short duration of time process encompass in gradual, sequential, and even ordinary change of an organism through time from lower part to some higher position in three most important Areas. These three important developmental changes areas are: physical, cognitive, and emotional-social. In the process of development, all these three fundamental changes may cannot take place in equal proportion or in the same speed of development in an individual. Some of them moving with constant speed for some time and decrease its speed the other time. Some of them may take place soon and in an irregular speed. For example human physical developmental change from the age of the birth to 6 month is one of fastest of all physical change and even if it is depend on an individual, the physical change between ages 20-30 is very slow. Whatever, the human development over the life time is a process of becoming something different while remaining in some respects unchanged. Consequently, human development change is a...
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...Numerous environmental factors have distinct and definitive and effects on childhood development. These factors vary widely, and encompass social, economic and ecological areas, as well as the physical environment in which a child is raised, influenced by neighborhood location, home life and educational facilities. Lorraine Maxwell, associate professor of design and environmental analysis at Cornell University defines these environments as "settings where a person spends a great deal of time and establishes important relationships." (Ulrich 12) When combined, these factors directly and indirectly influence the physical and emotional development of children. Negative impacts of environment on early upbringing have been shown to affect many areas, including behavior and academic performance, social and emotional issues, as well as actual physical development of the brain. Urie Brofenbrenner defined this relationship between development and the environment in his "Proposition 1" which went on to say, "especially in its early phases, and to a great extent throughout the life course, human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopsychological human organism and persons, objects, and symbols in its immediate environment." (Brofenbrenner 38). In this early work Brofenbrenner explains the ecological model of human development, and his Proposition 1 explains the importance of the environment in the...
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...different skills, such as taking a first step, smiling for the first time, or waving goodbye. These skills are known developmental milestones. A child with a developmental delay does not reach these milestones at the same time as other children the same age. There are five main groups of skills that make up the developmental milestones. A child may have a developmental delay in one or more of these areas. • Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. • Fine motor: using hands and fingers to be able to eat, draw, dress, play, write, and do many other things. • Language: speaking, using body language and gestures, communicating, and understanding what others say. • Cognitive: Thinking skills including learning, understanding, problem-solving, reasoning, and remembering. • Social: Interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others. Usually, there is an age range of several months where a child is expected to learn these new skills. Some skills need to be developed before new skills can be learned. For instance, children must learn to crawl before they can walk. If the normal age range fro walking is 9 to 15 months, and a child still isn’t walking by 20 months, this would be considered a developmental delay. Growth in each area of development is related to growth in the other areas. So if there is a difficulty in...
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...solutions to help parents. In addition, developmental delays can be helped through early intervention in the physical health, cognitive, communication, social/emotional skills. Young children develop at faster rate during the first five years which during the years their brains are open and ready to learn. Only through early identification and appropriate programming can children develop their highest potential. When a child does not get early intervention- they can be at risk with learning skills later in life. Early intervention services will increase the child's developmental and educational gains, increasing his or her eligibility for future employment and self-sufficiency. The programs offer services such as speech therapy, vision services and physical therapy. The programs also provide support and assistance to the family and maximize the child’s development to society. Parents are educated about the health and nutrition needs of their children. Intervening early with a special need child can enhance the child’s skills. To strengthen cognitive development early educational activities can improve social skills. Children can benefit early intervention education programs that provide child development services. Parents can receive education through home visits, center based settings focus on providing early childhood education. Benefits of programs for early childhood interventions showing: psychological, social benefits, and tangible economic benefits to children and families...
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...span development. Each one began to walk at approximately age one, began to talk sentences at about age four, as young children they played with toys while imagination worked wonders, and as young adults they would pack these toys up because they were no longer needed. As life goes on every human will experience almost the same developmental patterns from conception until death (Guest, 2011). Life-span perspective is the perspective that human development lasts all though out life. It views development as multicultural, multidirectional, multidisciplinary, plastic and contextual. In this perspective once a human hits their early 20’s, they have not completed development. In fact there are many developmental points in a human’s life after young adult hood that will last until death. This explains how human development is life-long (Guest, 2011). Multicultural can be defined as development that is affected by a person’s culture. Although people are affected by their culture 24 hours a day, they rarely notice. Culture is very pervasive, and we are all influenced by one another (Berger, 2008). Multidirectional can be defined as developmental change that will occur in every direction. These include predicted transformations as well as the unexpected ones. One aspect of this perspective is that the direction of human change...
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...Review on established theories in the areas of intellectual and social development A theoretical understanding of child development is essential, allowing us to fully appreciate the cognitive, emotional, physical, social and educational growth that children go through from birth and into early adulthood (Neufeld & Mate, 2005). Some of the major theories of child development are known as grand theories; they attempt to describe every aspect of development, often using a stage approach, such as, Urie Bronfenbrenner, Eric Erikson and Jean Piaget. Urie Bronfenbrenner (1979 - 2005) founded the Ecological Systems Theory which provides an understanding of how the complex relationship between the infant, the family, and society impact child development. Brofenbrenner’s theory looks at how each of the areas interplay in the development of humans and how all areas impact development instead of studying each area separately. Bronfenbrenner (1975) states that “as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child’s physical and cognitive structures grow and mature. So, given that nature continues on a given path, how does the world that surrounds the child help or hinder continued development?” Bronfenbrenner labeled five different aspects of the environment that influence children's development. These include the micro system, the mesosystem, the exosystem, the macro system, and the chronosystem. The...
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...span development. Life Span Perspective of Development To study human development, the life span perspective is necessary because it takes into account every phase of life. The life-span perspective, was first set forth by Paul and Margaret Baltes and their associates (P. B. Baltes et al., 2006; Staudinger & Lindenberger, 2003). The life-span perspective notes that development throughout life is: (1) multidirectional, therefore change occurs in every aspect of life and in every direction and not just in a straight line, (2) multicontextual, therefore the several contexts, such as economic constraints, family patterns, and historical conditions embed the lives of humans, (3) multicultural, therefore several cultures affect the development of individuals, (4) multidisciplinary, therefore psychology and other disciplines, such as biology, neuroscience, education, economics, anthropology, sociology, religion, history, genetics, and medicine provide insight into development and (5) plastic, therefore any individual possess traits, which may be altered at any given time during life, and change that occurs is...
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...Organizational Development a for Developmental disabilities school Tina Towndrow BUS 370 Organizational Development Instructor Jerry Spight May 22, 2014 Organizational Development for Developmental disabilities school Starting a nonprofit human services organization in the form of a daycare/learning facility is never an easy task. Difficulties range from funding, experience, cultural acceptance, even parental acceptance. In this paper I plan to discuss my business plan and the difficulties that I face with starting it. I also plan to discuss diagnostic skills to identify OD issues, problems, and opportunities. This paper will also touch on organizational situations that require professional assistance, and I will diagnose a few system issues and I will discuss appropriate interventions. My future business plan involves different aspects of the learning process. My best friend Rachael has a master degree in early childhood education as well as specific training in developmental disabilities in children. I have almost ten years of experience working with adults with developmental disabilities and almost finished with my degree in Business Administration and a minor in Human resources. Our business plan is to create a learning environment for children from age 2 to 5 with developmental disabilities. This is just the beginning because eventually we would like to expand and create a school specifically for all children with developmental disabilities. A brief history...
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...gaze was first presented by researchers Scafie and Bruner the first time in 1975. They found out that children aged between eight to ten months followed a line regarded to them, children between eleven and fourteen months old also did the same. This form of early research showed that it is possible to bring objects to the attention environment of an infant through the use of an eye gaze (Moore & Dunham, 2009). A good development in language is of critical importance when it comes to an infant’s readiness for school and achievement in academics (Janus & Offord, 2007). Language development is also a key facilitator in the development of social skills of an individual which optimizes the involvement of the individual in social and economic activities of the society (Zubrick et al., 2009). There is increased attention from researchers in early child development in language so s to better understands human development. Language development may be viewed as a simple process but it depends on the quality and amount of language that infants are exposed to (Hoff, 2012). Joint attention plays a very important role in the learning of vocabularies in children (Baldwin, 1995). Pointing of gestures and verbal labeling provides an opportunity for infants to learn words through appropriate object mapping in a structured...
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...I really enjoyed the documentary, Babies. What struck me initially was the lack of any dialogue, yet it was not necessary to be able to follow the film. It was really incredible seeing the different lifestyles and parenting methods in the various countries, yet all of the babies were still developing and reaching their “milestones.” I thought that the movie did an excellent job organized each developmental stage for each of the babies’ lives (we see each one learning to crawl, hand eye coordination, feeding, interacting with others, etc.) While each culture brought its own uniqueness to the development stage, the actual milestone remained the same. An example would be with Ponijao from Namibia. In that culture, it was not uncommon for other mothers to breastfeed other children where as in the other cultures shown, breastfeeding was between a mother and her child. Even though Ponijao was breastfed by other women, he was still able to recognize and attach with his mother. Another thing that was interesting was Ponijao’s culture did not have many resources/material items (toys, diapers etc.) the children there seemed to be the happiest children featured. They did not seem to mind playing with rocks or their lack of clothes. IT seemed like their mother took the primary active role in parenting and kind of had a “this is what we have, make the most of it.” This leads to my next example with Mari and Hattie. I was surprised with the amount of similarities displayed to these two...
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