Psych 200 W4L1

Introduction

In this introductory lecture, Annette Henderson provides a comprehensive overview of her educational philosophy, emphasizing her interactive teaching style that encourages student participation. She discusses the significance of self-introduction in academic environments, which not only humanizes lecturers but creates a sense of community by providing students with insights into their instructors' backgrounds and professional experiences. Annette promotes proactive communication, encouraging students to utilize email and attend office hours, and she establishes clear protocols for reaching out for assistance or clarifications.

Personal Background

Annette shares in-depth aspects of her personal history, revealing her upbringing in Calgary, Canada. She highlights her close-knit family ties, notably being the youngest of three daughters, and expresses her passion for the ocean and nature. Annette recalls pivotal experiences from her childhood and adolescence, including her memories of the significant 1988 Winter Olympics, which took place in her hometown, instilling a sense of national pride. Additionally, she fosters connections with her students by acknowledging her enthusiasm for ice hockey and sporting events, which she often participates in or follows passionately.

Academic Background

Annette’s academic trajectory is meticulously outlined, documenting her journey from earning an undergraduate degree at the University of Calgary to advancing her studies at Queen's University, where she obtained a Master's in Language Development and a Ph.D. focusing on preschoolers' cognitive processes and language acquisition. This rigorous educational foundation equips her with substantial expertise in child development, laying the groundwork for her detailed lectures that explore various dimensions of child psychology and education.

Research Interests

Her research delves into the intricate processes by which children acquire language and develop cognitively, emphasizing the interaction between a child's environment and their intellectual growth. Annette serves as the director of the Early Learning Lab at the University of Auckland, where she leads collaborative research initiatives that engage both faculty and undergraduate students. She underscores the importance of practical application in research, encouraging student volunteers to partake in innovative projects that contribute to ongoing studies in early childhood education.

Course Structure

In outlining the course structure, Annette introduces the primary textbook selected for the course, which is also utilized in a higher-level study. She provides a detailed overview of the syllabus, specifying the chapters and sections that will be covered, alongside those that will not be tested. This clarity helps manage students' expectations, enabling them to focus on critical concepts without feeling overwhelmed by the dense information provided in each chapter. Annette encourages students to adopt effective study strategies throughout the course.

Early Self and Personality Development

The lecture introduces foundational concepts related to self and personality development, detailing how personality is defined as a unique combination of attributes, motives, and behaviors. Annette elucidates how individual experiences, cultural influences, and societal perceptions play pivotal roles in shaping personality over time. She asserts that understanding personality is essential for grasping broader psychological and educational theories.

The Concept of Self

Annette defines self-concept and self-esteem as crucial components in the understanding of personality development. Self-concept represents an individual's perceived abilities and attributes, while self-esteem involves personal evaluations of self-worth. She encourages students to consider how these concepts impact their own lives and academic performance, promoting introspection and greater self-awareness.

Theories of Personality Development

Different theoretical perspectives on personality development are discussed, including psychoanalytic theories emphasizing early childhood experiences and social-learning theories that illustrate the influence of social interactions. Annette emphasizes the dynamic nature of personality, which can evolve based on environmental factors and individual experiences, reinforcing the importance of early development in shaping lifelong personality trends.

Measures of Self Development in Infants

The lecture highlights the emergence of self-awareness in infants, observable through specific behaviors that manifest around six months of age. Detailed research findings, including notable studies from Barrick and Watson (1985), demonstrate how infants differentiate their actions from those of others, indicating early signs of self-recognition. Annette encourages students to engage with this developmental research, fostering a deeper appreciation for the complexities involved in early childhood psychological growth.

The Importance of Joint Attention

Annette articulates the concept of joint attention as a pivotal developmental milestone in self-awareness. This ability allows infants to understand that their actions can influence others, marked by behaviors such as pointing and engaging in shared focus. Through examples and interactive discussions, she illustrates the importance of joint attention in social development and communication, linking it to later social behaviors and relationships.

Self-Awareness and the Mirror Test

Self-awareness, defined as recognizing oneself in a mirror, typically emerges between 18 to 24 months of age. Annette discusses variations of the mirror test, like the rouge or sticker task, used to assess self-awareness in children. She enriches this segment by sharing anecdotes from her own parenting experiences, bringing the theories to life through relatable examples that highlight the significance of these developmental milestones.

Variability and Longitudinal Studies

She clarifies that self-awareness is not a fixed trait; rather, it exhibits variability across different contexts and ages. Research indicates diverse levels of self-awareness in two- and three-year-olds, influenced by the tasks presented to them. Annette hints at ongoing research examining how children’s self-perception adapts in varying circumstances, including intriguing studies involving distorted mirrors, illustrating the progressive nature of self-awareness throughout early childhood.

Conclusion of the Session

In conclusion, Annette reinforces that the development of self and personality is a complex, gradual process impacted by numerous factors, including individual experiences and broader societal influences. She invites students to reflect on the rich material discussed during the session and encourages them to pursue questions and engage more deeply with the course content in future classes, fostering an interactive and thoughtful learning environment.