Developmental Psychology

What is meant by 'Nature vs Nurture?'

Refers to the debate over whether our traits and behaviours are influenced more by our genetics (nature) or by our environment and experiences (nurture)

How can twin studies be useful in evaluating the roles of Nature & Nurture in development?

By looking at how the twins are similar or different they are in personality traits or intelligence, researchers can see how much of these traits come from genes (nature) and how much come from the environment (nurture)

Define neurodiversity and neurodivergence and what is meant by neurotypical

Neurodiversity: The concept that neurological differences (e.g., autism, ADHD) are natural variations in the human population.

Neurodivergence: Refers to individuals whose brain functions and processing are different from what is considered typical.

Neurotypical: Describes individuals whose neurological development and functioning align with the typical patterns seen in the general population.

Differences between typical and atypical behaviour

Typical Behaviour: Behaviour that aligns with societal expectations and developmental norms.

Atypical Behaviour: Behaviour that deviates from these norms and may be considered unusual, abnormal, or outside typical patterns.

Three key aspects of the Biopsychosocial model

Biological Aspect: Involves genetics, brain structure, and health factors.

Psychological Aspect: Concerns cognitive, emotional, and mental health influences.

Social Aspect: Looks at cultural, environmental, and societal factors that impact individuals.

What is cognitive Development?

Cognitive development is the process by which children gradually acquire the ability to think, learn, reason, and solve problems, helping them understand and interact with the world around them

Piaget's Tests in Cognitive Development

Conservation Tasks: Assessing whether children understand that quantity remains the same despite changes in appearance.

Egocentrism Tasks: Evaluating if children can see things from perspectives other than their own.

Object Permanence Tests: Investigating whether children understand that objects continue to exist even when out of sight.

Piaget's Development Stages

Sensorimotor stage: Birth to 2 years

Preoperational stage: Ages 2 to 7

Concrete operational stage: Ages 7 to 11

Formal operational stage: Ages 12 and up

Critical & Sensitive Periods of Development

Critical Period: A specific time in development when an individual is most sensitive to certain environmental stimuli. Missing this period can result in permanent developmental issues.

Sensitive Period: A time when the individual is more receptive to certain stimuli, but missing it doesn't lead to irreversible consequences.

Attachment Theory

Explains the dynamics of long-term relationships between humans, particularly focusing on the bonds formed between children and caregivers, impacting emotional development and social relationships.

Key Aspects to Normality

Normality: patterns of behaviour that conform for some standard of acceptable way of behaving

Socio-cultural: defines normality by determining whether behaviour is typical according to the cultural values and beliefs of a particular society

Functional: defines normality by the level of one's ability to interact and involve oneself in society

Medical: defines normality as an individual being physically healthy and abnormality as having an illness that has an underlying physical cause

Historical: defines normality as an individual being physically healthy and abnormality as having an illness that has an underlying physical cause

Statistical: defines normality according to the experiences and behaviour of the statistical majority

Situational: situational approach

defines normality by the social situation, behavioural setting or general circumstances in which the behaviour occurs

Defining Psychological Development

Psychological Development: Erik Erikson (Psychosocial Stages of Development)

Cognitive Development: Jean Piaget (Cognitive Stages of Development)

Social Development: Lev Vygotsky (Social Interaction and Cognitive Development)

Supporting Neurodiverse Learners/Workers

-Providing clear instructions and structure

-Using visual aids and alternative communication methods

-Creating a supportive, sensory-friendly environment

-Offering flexible work or study schedules

Adaptive and Maladaptive Behaviours

Adaptive Behaviours: Actions that are effective in dealing with life challenges, promoting well-being and adjustment

Maladaptive Behaviours: Actions that may offer short-term relief but hinder long-term functioning or cause harm

Identifying Neurodiverse Characteristics in Learners

-Difficulty with social interactions and communication (e.g., in autism)

-Hyperactivity or inattention (e.g., in ADHD)

-Sensory sensitivities

-Unique problem-solving or creative approaches