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In this Psychological Development course, you will learn how the past 50 years of research has informed us about how we as human beings develop psychologically. That is; cognitively, emotionally, and behaviorally. This course is designed for college students studying the Psychology of Human Development as a supplement, for parents of any ages, and for anyone who is interested Psychological Stages of Development. It will cover the life period of Prenatal Development through Adolescence. I teach this course at 2 universities, and it may be used for transfer credit at some colleges and universities. See below.*
This Psychological Development course is about Human Development from the Prenatal to Adolescent periods. At the end of this course, the student should be able to: 1.Identify the genetic factors that can influence an infant’s early development. 2. Explain the various psychosocial and physical factors that can influence development of the child. 3. Recognize a variety of developmental theories. 4. Analyze the challenges to older developmental theories. 5. Learn about what parts of theories and aspects of development have been verified in the human development research over the past 50 years. 6. Recognize and identify the relationship and continuity of developmental stages upon succeeding ones.
This is a self-paced on-line course featuring 7 lectures on Psychological Stages of Development featuring video textbook style lectures. The course will be taught primarily through viewing (and reviewing) the 7 audio/video lectures on Human Development, and reading the accompanying research summaries in the Lecture/Supplemental Sections. There is a short quiz (10 questions – multiple choice and/or true/false) after each lecture which will reinforce learning in each Section. No additional materials are required unless you are taking this class for college credit. See below.*
Average time for completing the course is 4 to 6 weeks.
*Earning credit from MOOCS (Massive Open Online Courses) is still under negotiation at most universities. Currently Georgia State is accepting some MOOCS, and California is at work to pass legislature to require universities to offer credit for MOOCS. You will have lifetime access to this course and can request certification for taking this class at anytime. If you are a student (or future student), and are planning to take this course for credit, you will also need: Berk, L. (2010) Development through the lifespan. (4th or 5th ed.) New York: Allyn and Bacon (available at major on-line bookstores). You will also need to write 2 papers: 1.WHY IS SECURE ATTACHMENT SO IMPORTANT? 2. MY CHILD & ADOLESCENT DEVELOPMENTAL THEORY
Directions and rubrics will be sent to you in email on request of the Instructor of this course: Dr. Beth Email: email@example.com Phone: 920-699-9150</p>
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|Section 1: Introduction|
This first lecture is overview of the course, describing each Section as it will be presented. This course is designed for college students studying the Psychology of Human Development as a supplement, for parents of any age, and for anyone who is interested in Human Development. It will cover the life period of Prenatal Development through Adolescence.
|Section 2: How do we know what we know in Psychology?/The Science of Psychology|
This lecture will introduce you to the major concepts in Human Development, as well as explaining how we know what we know in Psychology. The supplemental material for Section 2 gives a description of three major developmental theorists that have inspired the research in Human Development over the past 50 years: That of Piaget, Vygotsky, and Erikson.
|Section 3: Teratogens and Newborn Capacities|
things are preventable if you have access to good health care, and the
knowledge to motivate you to go and seek it out. In areas of poverty right in
the US, many young mothers cannot afford health care, and cannot get access
to it. They also are not educated (nor is anyone really) about
the dangers of teratogens. Do you think it would be wise to have prenatal
and parenting classes required in high school?
Teratogens and Infant Capacities
|Section 4: Piaget, Vygotsky, and Information Processing / Are Preschoolers More Capable Thinkers Than Piaget Thought?|
Lecture 4 covers the theories of Piaget and Vygotsky - two theories that inspired much of the research over the past 50 years, as well as Information Processing - a newer outlook. There is a focus on what Piaget named the Preoperational period - roughly ages 2 to 7. The importance of make-believe play is described, and research supporting the importance of social interaction at this age is reported.
Piaget, Vygotsky, and Information Processing
|Section 5: Early Emotional Development, Temperament, and Attachment|
Infants vary widely in temperament, including both reactivity (quickness and intensity of emotional arousal, attention, and motor activity) and self-regulation (strategies for modifying reactivity). Research findings have inspired a growing body of research on temperament, examining its stability, biological roots, and interaction with child-rearing experiences.
During toddlerhood, the conflict of autonomy versus shame and doubt is resolved favorably when parents provide appropriate guidance and reasonable choices. If children emerge from the first few years without sufficient trust in caregivers, and without a healthy sense of individuality, the seeds are sown for adjustment problems.
Early Emotional Development, Temperament, and Attachment
|Section 6: Parenting Styles, Gender Stereotyping: Ages 2 to 6|
When used frequently, harsh punishment promotes only momentary compliance, not lasting change in children’s behavior. In addition, it is associated with a number of undesirable side effects, such as providing children with adult models of aggression. Harsh punishment may be especially harmful to children with difficult temperaments, who are at risk for adjustment problems.
Parenting Styles, Gender Stereotyping
|Section 7: Middle Childhood/Early Adolescence|
This lecture covers Middle Childhood and Early Adolescence - ages 6-11. Older children's capacity to take more information into account enhances their emotional and moral understanding. Changes in the parent-child relationship can help peer-rejected children.
Middle Childhood/Early Adolescence
|Section 8: Adolescence|
Lecture 8 on Adolescence covers identity development, self-concept, self esteem, adolescent friendships, and best parenting practices. This lecture also answers the following groups of questions: 1) What are the personal and contextual factors that contribute to identity development? How do changes in self-concept and self-esteem at adolescence pave the way for constructing an identity? 2) What are the distinct positive functions of friendships, cliques, and crowds in adolescence? What factors lead some friendships and peer-group ties to be harmful?
|Section 9: Conclusion|
|Our final lecture in this series reviews each of the Sections on Human Development.
With a little review, now you should be able to:
Patti Beth, PhD.
I have always had a deep interest in how the attributions people make for their own, and others' behavior, affect their social and emotional well-being. Why do some children around the age of 7 or 8 begin to attribute behavior to stable and unchangeable personality traits, rather than to situational and context-related factors?
My research has demonstrated that children who continued to attribute behavior to the situation are more forgiving. These results offer hope for developing interventions and educational programs designed to foster forgiveness and understanding. The study was published in book format in April of 2008, and is available on Amazon.com
I believe that anyone can learn and become anything they desire. I began my studies late in life and as a non-traditional student, understand all of the bumps and detours the road of life has in store for us. In my spare time I enjoy listening to music. I love music, all kinds - and play the guitar and keyboards. I also love gardening and painting pictures. My current occupation is teaching Psychology courses at 2 on-line universities. I love teaching and I see the on-line format as offering students a more lasting education.
Beth. P. (2008). Forgiveness and implicit theories in early adolescents. Germany: Verlag Dr. Mueller
Beth, P. (1999). Childhood and adolescent abuse history, fear of negative evaluation, and social-interaction self-statements. Child and Adolescent Social Work Journal, 16 (1), 47-66.Abbeduto, L., Murphy, M., Richmond, E., Ahman, A., & Beth, P. (2006). Collaboration in referential communication: Comparison of youths with Down Syndrome or Fragile X Syndrome. American Journal on Retardation, 111, (3), 170-183.