Child Psychology BPS104

Course Structure: Child Psychology BPS104

1. Introduction to Child Psychology
   • Levels of development, nature or nurture, isolating hereditary characteristics, cause versus correlation, continuity versus discontinuity, cross sectional and longitudinal studies, reliability of verbal reports
2. The Newborn Infant
   • The Interactionist approach, range of reaction, niche picking, temperament stimulus seeking, emotional disturbances during pregnancy
3. States and Senses of the Infant
   • Sensory discrimination, infant states (sleep, inactivity, waking, crying etc), why psychologists are concerned with defining and describing infant states, habituation, crying, soothing a distressed baby, sensory discrimination, depth perception, oral sensitivity
4. Learning
   • Habituation, vicarious learning, classical conditioning, operant conditioning, reinforcement, the importance of learning control, etc
5. Emotions and Socialisation
   • Producing and recognising emotional expression, smiling, biological explanation, perceptual recognition, mother-child Attachment, Freudian approach, Bowlby's approach, Social Learning approach, Harlow's approach, role of cognition in attachment formation, day care
6. Cognitive Development
   • Developing the ability to reason.
7. Language Development
   • Is language ability learned or innate? Social Learning Approach, Hypothesis testing approach, under extending
8. Intelligence
   • Measuring Intelligence, Cultural Bias, IQ, Testing Intelligence as a tool.
9. Socialisation ... Part A
   • Social Cognition, self awareness, awareness of others, development of empathy, taking turns, having a point of view/perspective, social scripts, pretend play
10. Morality
    • Moral development, aggression and altruism, Freud, Piaget and Kohlberg on moral development
11. Sexuality
    • Freud's phases (oral phase, anal phase, phallic phase, latent phase, genital phase), gender and role Identity, psycho-social development
12. Socialisation ... Part B
    • Family influence, discipline, siblings, family structures, school influence, peer influence, acceptance and rejection, modelling, reinforcement.

Aims: Child Psychology BPS104

• Identify environmental and social aspects required for the ideal environment for a developing child.
• Explain how genetic and environmental factors operate together in influencing the child's personality development.
• Provide evidence that a particular personality characteristic may be genetically determined.
• Explain how genetic and environmental factors operate together in influencing the child's personality development.
• Identify the type of learning in which a stimulus which usually produces an unconditioned response is manipulated to produce a conditioned response, and give an example.
• Discuss exactly how you would use operant conditioning to encourage a child to socialise.
• Apply the perceptual recognition approach to explain smiling and fear in infants.
• Evaluate Freud’s, Harlow’s and Bowlby’s explanations of the formation of mother-child attachments different.
• Explain reflection-impulsivity and its significance in cognitive development.
• Explain the strengths and weakness of social learning theory in explaining language acquisition.
• Explain why you think that intelligence is or is not overall genetically determined.

What you will do in this Course

• Discuss what environmental and social aspects you think are required for the ideal environment for a developing child in your country.
• Genetic and environmental factors operate together in influencing the child's personality development" Discuss the above statement.
• Name and describe one personality characteristic which may be genetically determined. What evidence supports the possibility that it may be hereditary?
• Genetic and environmental factors operate together in influencing the child's personality development"Discuss the above statement.
• Name and describe one personality characteristic which may be genetically determined.
• What evidence supports the possibility that it may be hereditary?
• Name the kind of learning in which a stimulus which usually produces an unconditioned response is manipulated to produce a conditioned response. Give an example of this kind of learning.
• Discuss exactly how you would use operant conditioning to encourage a child to socialise.
• Use the perceptual recognition approach to explain smiling and fear in infants.
• How are Freud, Harlow and Bowlby explanations of the formation of mother-child attachments different?  Which do you think is more credible and why?
• Explain reflection-impulsivity, and its significance in cognitive development.
• Explain the strengths and weakness of social learning theory in explaining language acquisition.

Each lesson culminates in an assignment which is submitted to the Academy, marked by the Academy's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

Learn how children develop psychologically as they grow, and what factors (such as learning, parenting styles, enforcement, and genetic makeup) influence their behaviour and thinking. Anyone who lives or works with children will gain valuable insights into child behaviour. Students of counselling or psychology will be better prepared to understand childhood influences on later adult behaviour.