1 A Reflection

A Reflection On Child Psychology Kevin Currie PSY 104 Child and Adolescent Psychology Qutayba Abdullatif November 3, 2006 A Major Development While looking through a large window over looking a row of bassinets, a new father admires his newborn son, who is being examined by a pediatric nurse. A few moments later a man walks up, peers into the nursery, and mumbles, I wish he came with a set of instructions. Although, the statement is a well-timed joke, new parents would benefit through understanding the psychological learning outcomes, major developmental theories, crucial criteria regarding adolescent development, adolescent psychological development, which relates to physical development, is directly related to their childs behavior, learning, and psychological development. Despite the fact children posses very distinctive personalities, each adolescent undergoes constant development, which researchers call Theoretical Perspectives. Among these perspectives, there are five general categories, which include, Psychoanalytic, Learning, Cognitive, Evolutionary/Sociobiological, and Contextual. These perspective developments have been expanded by some the worlds greatest minds. Take for example the psychoanalytic perspectives, and the belief development is formed by unaware forces, which stimulates human conduct. Dr. Sigmund Freud, the founder of psychoanalysis (Papalia et al., (2006) p.27) expanded on this theory with a controversial childhood emotional theory known as Psychosexual Development. Freuds theory suggests there are three stages of progress during babyhood, toddler hood, and adolescence, which indulgence shifts from the mouth, to the anus, then to the genitals (Papalia et al., (2006) p.28). From this hypothesis another theory was created, known as the id, and super ego. Whereas Freuds contribution of the unconscious thought was considered extraordinary, another great mind, psychoanalyst, Erik H. Erikson expanded Freuds psychosexual development hypothesis with his own theory, known as Psychosocial Development (Papalia et al., (2006) p.29). Erikson believed development occurs throughout a persons lifetime through eight stages (requiring the delicate steadiness of a optimistic characteristic and a equivalent pessimistic one), which involve a crisis in personality (Papalia et al., (2006) p.30). Dealing with these crisis in personality, is essential to advance our own personality, and build a healthy sense of self. Successfully coping amid stage crisis is a great accomplishment. Yet, learning from these events is just as significant toward an adequate development. Learning is more than achieving knowledge, but how a persons behavior develops from a learned experience; also known as the learning perspective. This perspective, views the change in behavior resulting from a specific encounter or the accommodation to their surroundings (Papalia et al., (2006)

p.31). Since our environment affects and shapes our personality, it is critical to be aware of another theory known as Behaviorism. Behavior is explained in terms of conditioning, or observing a persons reaction from an event and observes if the same action is repeated under identical conditions. One prominent researcher for behavioral research was Ivan Pavlov, a Russian physiologist who experiments fashioned a theory called Classical Conditioning. Pavlov would examine a reaction to a stimulus, such as a dog salivating knowing food will be presented after a bell rings. Stimulus experiments have proven a persons behavior may be conditioned provided on the environment. Such is the case with operant conditioning. This particular theory is best described when an infant and a parent interact with one another. If a baby smiles at a parent, the parent will interact with the baby creating a pleasing result. The baby learns by smiling, thus having the desired result of a parent spending time with him. Interesting, if an older sibling was a witness to the infant actions, they may partake in a Social Learning Theory by learning through observations, and then imitating the behavior to achieve the watched results. Additionally the sibling will begin to learn proper social skills via observational learning. Whereas learning is a frequent occurrence, it would not be possible to fully understand what we are observing without Cognitive Perspective or mental processes. The pioneer of this theory comes from a Swiss theoretician, Jean Piaget. Piaget, studied children and concluded cognitive growth occurs through three interrelated processes: organization, adaptation, and equilibration (Papalia et al., (2006) p.33). These processes allow the subject to better understand and absorb their surrounding. By means of organization, a child has the foundation to build an organization of information. Thus Piaget suggests applying adaptation (accommodating to up-to-the-minute information on their environment) thus allowing the subject to apply equilibration (propensity to search for a secure sense of balance). Other psychologists, not from impertinence, questioned Piagets research, hoping to distinguish other possibilities in cognitive studies, resulting in new approaches: information-processing, and cognitive neuroscience. Equally important to the developmental process is Evolutionary/Sociobiological, theory. E.O Wilson introduced this theory as a way to view behavior as a necessary method survival for a group or species (Papalia et al., (2006) p.33). Other sciences studied the behaviors of species, including ethology, and evolutionary psychology. Interestingly the remaining perspective has an underlying approach of sociology mixed with psychology. The basis of contextual perspective states the individual is inseparable from the social context (Papalia et al., (2006) p.36). Consequently, this theory may require further explanation. However, psychologist, Urie Bronfenbrenner expands on this theory with his own, bioecological theory. Bronfenbrenner explains through direct two-way interaction between a developing child and the immediate, everyday environment (Papalia et al., (2006) p.36). He continues his theory by introducing systems. These systems are identified as a microsystem, the interaction of a child and others on a face to face basis, everyday, a mesosystem a link between two or more Microsystems, the exosystem a link between settings with the interaction of a child, and the macrosystem, a term authored by Bronfenbrenner detailing the cultural patterns of society (Papalia et al., (2006) p.33). Although developmental theories provide constructive information, it is important to understand how criteria are interpreted to validate the results are not misleading, or bias. One popular method is Sampling, or a small group, which will adequately represent the larger population. This method is reliable, and cheaper than trying to include an entire population. Other ways to obtain information is using a method called naturalistic and laboratory observation. The benefit of the naturalistic observation is the researcher may study behaviors in a natural setting, where as a laboratory observation has the participants in a controlled environment. For some special cases, researchers may

prefer a case study, since this type of study covers a single case over a lifetime, the results of the study may take decades. However, not all research takes a lifetime achieve results. The use of experiments, both in groups, and in control groups, allowing the researcher an opportunity to adjust a variable, thus providing results for a theory sooner. Changing a variable creates a change in an experiment. This change to condition the experiment is commonly known as an independent, or dependent variable (Papalia et al., (2006) p.46). When dealing with child development theories, many researchers use two useful studies, called crosssectional, and longitudinal studies. Cross-sectional studies provide data of people of different ages are assessed on one occasion, while longitudinal studies are designed to assess changes in a sample over time (Papalia et al., (2006) p.48). Gathering information and analyzing the criteria is certainly a crucial step for supporting one or more theories. However, there is another aspect, which involves the important relationship between psychological development and physical development. On the surface the association between psychological development and physical development seems evident, since the condition of environment is present in many theories. Certainly a childs environment will have a direct effect on the mental and physical development of a growing child. Take for example the environment of a high-income household. By the description alone, many could assume the child will grow up in healthy, happy manner. Yet, the parents may not provide a loving, supportive environment, for many reasons. There may be problems with stress, drinking, drugs, or they may be absent from the home for long periods of time. The same example could be directed to a middle, or low-income family. Income is certainly a factor for raising a healthy child. However, there are additional factors, which are directly related to a childs development process. Of the various developmental perspectives, it is difficult to identify a single theory as the strongest association between psychological development and physical development. Each perspective has its own strength, starting with the psychoanalytic standpoint. The idea of dealing with life crisis can mold a childs personality based on how they deal with each crisis. Depending on the childs environment, the result could shape the childs personality for the positive, or negative, and directly affect the mental and physical health of the child (Papalia et al., (2006) p.30). The learning perspective may be a larger contributor as behaviors are molded by independent environment conditions. Furthermore children learn by observation, and are exposed to classic conditioning, which shapes their cognitive thinking (Papalia et al., (2006) p.31). Jean Piagets cognitive theory provides another view how psychological and physical developments are closely related. Since Piagets theory involves the process and assimilation of new information based on observation, this theory show a healthy strong mind, working hard to adapt to the environment. This adapting to the environment is proven to promote a healthy lifestyle through the Evolutionary/Sociobiological theory. This subject deals directly with survival to the world around us. Moreover the contextual perspective examines the complex and active interaction between a child and their regular environment (Papalia et al., (2006) p.31). These perspectives establish the crucial relationship between psychological development and physical development by clarifying a childs health (both mental and physical) is directly related by they interact, process and observe the environment around them. With the guidance of a considerate caregiver, a childs positive mental health is assured. Since many Americans are considered obese, it may be helpful to take the advice of The American Heart Association, who suggests a diet, low in saturated and trans fats, and consume more healthy foods including fruits, whole grains, vegetables, limit dairy to low-fat products, fish, poultry, and lean meats, and get moderate exercise each day (Daniels, et al., (2006) p. 137).

Understanding how and why children posses distinguishing personalities, through continuous development, is extremely important for a childs mental and physical wellbeing. Continual research of development perspectives, such as Psychoanalytic, Learning, Cognitive, Evolutionary/Sociobiological, and Contextual, will expand current theories, allowing for new discoveries of the human mind.

References Feldman, R., Olds, S., Papalia, D. (2006). A Childs World: Infancy through adolescence. (10ed). New York, NY. McGraw-Hill. Samuel S Gidding, Barbara A Dennison, Leann L Birch, Stephen R Daniels, et al. Pediatrics. Evanston: Feb 2006. Vol. 117, Iss. 2; p. 544

Appendix As a new Father, this class could not have come at a better time. While the assignment asks to refer to a specific part of the course, it is difficult for me to choose only one. This class has provided many valuable lessons and insights, which directly relates to my personal favorite foundational values, self-worth and creativity. Take for example information processing section. Understanding how children process information is such a valuable lesson since this lesson interacts with both values I have chosen. Since it takes a level of creativity, to ensure a child is receiving the proper development, this will also directly affect the self-worth value. As a parent, success of my child will increase my level of success and internal appreciation, thus building a stronger healthy family bond. This course has given me a special opportunity to apply methods offered in the textbook, and incorporate them with the values I hold dear.