just for read: August 2019

PERSONAL PROFILE

SUJITHA T

NECHIKATIL HOUSE

VILAYUR WEST PO

PATTAMBI VIA

PALAKKAD DT

KERALA-679309

MOB NO: 9496437148

ACADEMIC QUALIFICATION

Ø SSLC

Ø PRE DEGREE

Ø DEGREE- BA ECONOMICS

Ø MA ECONOMICS

Ø B.Ed

PERSONAL DETAILS

Ø Date of Birth : 05-11-1982

Ø Father’s Name : Gopalakrishnan T

Ø Gender : Female

Ø Marital Status : Married

Ø Religion & Caste : Hindu, Ezhuthachan

Ø Nationality : Indian

WORKING EXPERIENCE

Ø Worked as a Teacher at CBSE school for 10 years

LANGUAGES

Ø Malayalam

Ø English

AREAS OF INTEREST

Ø Reading

Ø Stitching

DECLARATION

I do hereby declare that the above mentioned details are true and correct to the best of my knowledge, information and belief.

Place:

Date: Sujitha T

Devolopmental Psycology

Developmental psychologists focus on human growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

figure 1

Developmental psychology is a scientific approach which aims to explain growth, change and consistency though the lifespan. Developmental psychology looks at how thinking, feeling, and behaviour change throughout a person’s life.

A significant proportion of theories within this discipline focus upon development during childhood, as this is the period during an individual's lifespan when the most change occurs.

Developmental psychologists study a wide range of theoretical areas, such as biological, social, emotion, and cognitive processes. Empirical research in this area tends to be dominated by psychologists from Western cultures such as North American and Europe, although during the 1980s Japanese

researchers began making a valid contribution to the field.

The three goals of developmental psychology are to describe, explain, and to optimize development (Baltes, Reese, & Lipsitt, 1980). To describe development it is necessary to focus both on typical patterns of change (normative development) and on individual variations in patterns of change (i.e. idiographic development). Although there are typical pathways of development that most people will follow, no two persons are exactly alike.

Developmental psychologists must also seek to explain the changes they have observed in relation to normative processes and individual differences. Although, it is often easier to describe development than to explain how it occurs.

Finally, developmental psychologists hope to optimise development, and apply their theories to help people in practical situations.

Continuity v.s Discontinuity

Think about how children become adults. Is there a predictable pattern they follow regarding thought and language and social development? Do children go through gradual changes or are they abrupt changes?

Normative development is typically viewed as a continual and cumulative process. The continuity view says that change is gradual. Children become more skillful in thinking, talking or acting much the same way as they get taller.

The discontinuity view sees development as more abrupt-a succession of changes that produce different behaviors in different age-specific life periods called stages. Biological changes provide the potential for these changes.

We often hear people taking about children going through “stages" in life (i.e. “sensori-motor stage."). These are called developmental stages-periods of life initiated by distinct transitions in physical or psychological functioning. Psychologists of the discontinuity view believe that people go through the same stages, in the same order, but not necessarily at the same rate.

Nature vs. Nurture

When trying to explain development, it is important to consider the relative contribution of both nature and nurture. Developmental psychology seeks to answer two big questions about heredity and environment:

1. How much weight does each contribute?

2. How do nature and nurture interact?

Nature refers to the process of biological maturation inheritance and maturation. One of the reasons why the development of human beings is so similar is because our common specifies heredity (DNA) guides all of us through many of the same developmental changes at about the same points in our lives. Nurture refers to the impact of the environment, which involves the process of learning through experiences.

There are two effective ways to study nature-nurture.

3. Twin studies: Identical twins have the same genotype, and fraternal twins have an average of 50% of their genes in common.

4. Adoption studies: Similarities with the biological family support nature, while similarities with the adoptive family support nurture.

Stabilit V.S Change

Stability implies personality traits present during present during infancy endure throughout the lifespan. In contrast, change theorists argue that personalities are modified by interactions with family, experiences at school, and acculturation.

This capacity for change is called plasticity. For example, Rutter (1981) discovered than somber babies living in understaffed orphanages often become cheerful and affectionate when placed in socially stimulating adoptive homes.

Historical Origins

Developmental psychology as a discipline did not exist until after the industrial revolution when the need for an educated workforce led to the social construction of childhood as a distinct stage in a person's life.

The notion of childhood originates in the Western world and this is why the early research derives from this location. Initially developmental psychologists were interested in studying the mind of the child so that education and learning could be more effective.

Developmental changes during adulthood is an even more recent area of study. This is mainly due to advances in medical science, enabling people to live to an old age.

Charles Darwin is credited with conducting the first systematic study of developmental psychology. In 1877 he published a short paper detailing the development of innate forms of communication based on scientific observations of his infant son, Doddy.

However, the emergence of developmental psychology as a specific discipline can be traced back to 1882 when Wilhelm Preyer (a German physiologist) published a book entitled The Mind of the Child. In the book Preyer describes the development of his own daughter from birth to two and a half years. Importantly, Preyer used rigorous scientific procedure throughout studying the many abilities of his daughter.

In 1888 Preyer's publication was translated into English, by which time developmental psychology as a discipline was fully established with a further 47 empirical studies from Europe, North America and Britain also published to facilitate the dissemination of knowledge in the field.

During the 1900s three key figures have dominated the field with their extensive theories of human development, namely Jean Piaget (1896-1980), Lev Vygotsky (1896-1934) and John Bowlby (1907-1990). Indeed, much of the current research continues to be influenced by these three theorists.

Understanding Developmental Psychology

The study of developmental psychology is essential to understanding how humans learn, mature and adapt.

Throughout their lives, humans go through various stages of development. Developmental psychologists study how people grow, develop and adapt at different life stages. They conduct research designed to help people reach their full potential — for example, studying the difference between learning styles in babies and adults.

Developmental Psychology Applied

Developmental psychologists study human growth and development over the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

Developmental psychologists working in colleges and universities tend to focus primarily on research or teaching. Others working in more applied settings like health care facilities or clinics help to assess, evaluate and treat people living with developmental disabilities. Developmental psychologists may also work in assisted living homes for the elderly, hospitals, mental health clinics and centers for the home.

RESEARCH DESIGN	DISCRIPTION
CROSS-SECTIONAL	Involve participants of deferent ages being studied at a single point of time.
LONGITUDINAL	Involve the same participants being studied Over time at deferent points in their development.
SEQUENCIAL (age/cohort)	Involve a combination of longitudinal and cross sectional design to explore differences in development of individual From deferent cohort.
MICROGENETIC	Involve the same participants being repeatedly studied over relatively short period of time. A method that enables change to be mapped as it occurs.

Referance
article
americanpsycologicalassociation
devolopmentalpsycology studies humans across the lifespan
date:2019
understanding devolopmentalpsycology
english
https://www.apa.org

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Developmental psychology from sujithamanoj