Module 2 – Developmental psychology 1

Module 2 – Developmental psychology

Introduction
In this module we start to explore one of the specific fields of psychology – developmental
psychology.

Overview
Developmental psychologists study the emotional, physical, and intellectual changes that
take place over time, from the time of conception until death. Such a developmental
perspective is important to psychology as it provides an understanding of human functioning
that must be considered by researchers and practitioners working in other fields of the
discipline. The aim of this module is to examine the different approaches to development, the
stages of human development throughout life, and the major topics of interest at each stage.

Module objectives
At the completion of this module, you should be able to do the following:

Studying development
a. Define the term developmental psychology.
b. Describe the three basic issues in development psychology.
c. Describe the three types of research designs used to study development: cross-sectional,
longitudinal, and sequential.

Physical development
a. Describe human development during the prenatal stage of life.
b. Describe the effect of teratogens on the embryo or fetus.
c. Describe reflex and give an example of reflexes of newborn babies.
d. Describe some of the maturational changes that come with puberty.
e. Describe some of the physical changes that come with ageing.

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Cognitive development
a. Describe the phenomenon called intermodal processing.
b. Describe the main features of Piaget’s stages of cognitive development.
c. Explain the difference between assimilation and accommodation.
d. Define the terms object permanence, conservation, and egocentricism.
e. Describe how aspects of information processing change with age.
f. Describe some of the cognitive changes that occur with ageing.
g. Describe dementia and explain its link to Alzheimer’s disease.

Social development
a. Define the term attachment.
b. Identify and distinguish between the different types of attachment.
c. Define the terms imprinting and separation anxiety.
d. Describe socialisation and discuss how parenting styles influence a child’s development.
e. Explain the importance of peer relationships to social development.
f. Describe how people develop their self-concepts.
g. Explain the difference between gender roles, gender identity, gender stability and gender
constancy.
h. Describe Erikson’s theory of psychosocial development across the lifespan. Outline the
stages of development, noting the tasks that occur at each stage.

Moral development
a. Distinguish between the main theories of moral development: Cognitive-developmental
theories such as Piaget’s theory and Kohlberg’s theory, cognitive-social theories, and
information-processing theories.
b. Explain the role of emotion in moral development.
c. Distinguish between morality of constraint and morality of cooperation.
d. Distinguish between the preconventional, conventional, and postconventional levels of
morality in Kohlberg’s theory.

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Required reading
To learn about developmental psychology, read Chapters 12 and 13 of your
textbook (Burton, Westen, & Kowalski, 2009).

There's quite a bit of material here to get through. But don't worry, you have two
weeks allocated to cover the work in this module. Don't forget to stop as you
finish each section and work on answering the Learning Objectives questions in
the Study Guide.

Presentation
Once you have read the chapters from the text, and completed your own
summary, listen to these recorded lectures on the Study Desk covering the
course material.

Module 2 part 1

Module 2 part 2

Module 2 part 3

Module 2 part 4

Self assessment 2.1

Test your understanding by completing the Multiple Choice Quizzes for
Chapter 12 and Chapter 13.

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Learning activity 2.1 (Optional)

Activity: Conservation in children

This is a very interesting activity to carry out if you have easy access to children
of the appropriate age, and if you have the time to do it. Make sure you get
informed consent from the children's parents before conducting the activity.

Background reading

● Chapters 12 and 13 of Burton, Westen, and Kowalski (2009) textbook.

Aim

To compare a preoperational child and a concrete operational child in terms of

their understanding of Piaget’s conservation principle.

Participants

For this activity, you will need two children: one at the preoperational stage
(ages 2–6) and one at the concrete operational stage (ages 7–11). It may be a
good idea to choose children who are in the middle of these age groups (e.g. a
preoperational child who is about 4 or 5 years and a concrete operational child
who is about 9 years). These children should be chosen from among your circle
of family and friends. Simply approach the child’s parents and explain that you
are conducting an activity for a course. Explain the activity to them in general
terms, tell them all information gathered will be confidential, and ask if they
would be willing for their child to participate. If they are agreeable, arrange a
time and place to do the activity. If they are not willing, thank them for their
time, and approach someone else. Under no circumstances should you
pressure anyone to participate, nor should you approach strangers. If you
do not know any families with children of the appropriate ages, you should not
do this activity.

Materials
You will need:
● Two copies of the informed consent form.
● Ten coins of the same size.
● Three beakers (or glasses) and some juice (or some other coloured liquid).
Two of these should be short fat glasses of the same size. The third should
be a tall thin glass.
● Conservation in children – answer sheet.

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Procedure
The two children should take part in the activity individually. Take each child to
a quiet room away from distractions, and spend a minute or two establishing
rapport (e.g. ask them what they’ve been doing lately, what has been happening
at school). Then ask each child if they want to play some games, and present
them with each of the two conservation activities, one at a time.

Note: Do not write the child’s name on the answer sheet. Do not correct the
child if he or she gives the wrong answer.

a. Position the 10 coins in two rows of equal length (e.g. there should be equal
distance between each of the five coins in the two rows). Make sure the two
rows of coins are side by side and ask the child if they have the same
number (display 1). Once the child has agreed they are the same, in front of
the child lengthen one of the rows of coins as shown in display 2.

Conservation of number

Display 1 Display 2

Now ask the child, ‘Does one of the rows have more coins?’ According to
Piaget’s theory, a preconserving (preoperational) child will say that one of
the rows has more coins. A conserving (concrete operational) child will say
they’re both the same. (N.B. If your child gives a different response, that is
okay.) Record the child’s answers on the answer sheet.

b. Ask the child to examine two short fat glasses of juice (or some other
coloured liquid) and ask the child if they have the same amount of juice
(display 3). Once the child has agreed they contain the same amount, in
front of the child pour the contents of one short glass into a taller and
narrower glass (display 4).

Conservation of volume

Display 3 Display 4

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Now ask the child, ‘Does one of the glasses have ‘more’ in it?’ According to
Piaget, the preoperational child will say that the taller glass has more in it,
while a concrete operational child will say they have the same amount of
juice. (Again, do not worry if your child says something different.) Record
the child’s answers on the answer sheet, along with any general things you
noted about the activity.
When you have finished the two demonstrations, thank the child and give
the parents a more detailed explanation of the activity if they are interested.
In giving your explanation, be sure to emphasise that all children develop at
different rates and that Piaget’s ages are simply guidelines. Sometimes a
younger child may grasp conservation. Sometimes an older child may not
have fully grasped conservation.
Follow the same procedure for the second child.

Answer the discussion questions that follow.

CAUTION: Ask each participant to read and sign the consent form before
starting this activity.

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Consent form on the use of human participants in research

Statement of informed consent

My child, ____________________, is being asked to participate in a learning activity for

Course PSY1010 – Foundation Psychology A entitled “Conservation in Children”. This
activity is being conducted under the supervision of Dr Lorelle Burton and was approved by
the USQ Ethics Committee on the Use of Human Subjects in Research on December 3, 2003.
The activity is designed to introduce students to Piaget’s conservation principle, a central
idea in the study of developmental psychology. To get an idea of how children perceive their
worlds, two children of different ages will be used in the activity: one child at the
preoperational stage (ages 2–6) and one child at the concrete operational stage (ages 7–11).
As a participant in this activity, my child will be asked to complete two conservation
demonstrations: conservation of number (rows of coins activity) and conservation of volume
(glasses of juice activity). The student will make every effort to safeguard the confidentiality
of the information that my child provides. Information obtained from this activity will remain
confidential and will not be seen by anyone other than the student.
If at any time I would like additional information about this activity, I can contact the course
examiner, Dr Lorelle Burton on (07) 4631 2853 or by email (lorelle.burton@usq.edu.au).
I understand that I have the right to refuse my child to participate in this activity. I also
understand that if I agree to allow my child to participate, I have the right to change my mind
at any time, stop my child’s participation, and withdraw my child from the activity. I
understand that my refusal to allow my child to participate will not negatively affect my
dealings with the student or the university in any way.
My signature below, as guardian of my child, indicates that I have given informed consent
for my child to participate in the above activity. My signature also indicates that:
● I have been given the opportunity to ask any and all questions about the described
activity, and that all my questions have been answered to my satisfaction.
● I have been permitted to read this document and I have been given a signed copy of it.
● I am legally able to provide consent for my child.

______________________________ ___________________
Signature of Participant’s Parent Date

______________________________ ___________________
Signature of Student Date

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Conservation in children – answer sheet

Age of child: ____ years Gender of child: M ________ F ________

Type of child: Preoperational ________

Concrete operational ________

Number Top row has more coins: ________

Bottom row has more coins: ________

Both the same: ________

Liquid Quantity: Short glass has more water: ________

Tall glass has more water: ________

Both the same: ________

General comments

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Self assessment 2.2

Review your learning in this module by completing the Glossary Quizzes for
Chapter 12 and Chapter 13.

Additional reading (Optional)

If you are interested in the topic of developmental psychology, some of USQ library’s
holdings in developmental psychology include the following:

Bigner, J. (1994). Individual and family development: A life-span interdisciplinary

approach. Englewood Cliffs, New Jersey: Prentice Hall.

Rice, P. (1995). Human development: A life-span approach (2nd ed.). Englewood Cliffs,
New Jersey: Prentice Hall.

Rutter, M., & Rutter, M. (1993). Developing minds: Challenge and continuity across the
lifespan. London: Penguin.

Sigelman, C. K. (1999). Life-span human development. Pacific Grove, CA: Brooks/Cole.

Turner, J., & Helms, D. (1991). Lifespan development (4th ed.). Fort Worth: Holt, Rinehart
& Winston.

Internet resources
You can access the Burton, Westen, & Kowalski (2009) Web site to learn more about the
topics found in each chapter of your textbook. Type the following URL into your web
browser:

<http://www.johnwiley.com.au/highered/psych>

In addition to the study materials provided for this course, and the textbooks you have
purchased, you might find the following sites helpful. The URLs for each site have been
grouped as much as possible according to the module to which they apply. Several other sites
of general interest have been included also.

I would be interested in any feedback you have to offer on how useful (or otherwise) you
consider these resources to be.

Module 2: Developmental Psychology

<http://www.psywww.com/resource/bytopic.htm#devel> (accessed 5/11/08)

<http://www.uga.edu/psychology/> (accessed 5/11/08)

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General references
The following URLs can be included as a general search engine for those modules where
only a couple of web sites are listed.

<http://www.princeton.edu/~psychlib/links.htm> (accessed 5/11/08)

<http://www.psywww.com/resource/bytopic.htm> (accessed 5/11/08)

(This allows the search by psychology topic.)

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