Review of Developmental psychology: Studies in human development. Rev ed.

1977 ◽  
Vol 22 (10) ◽  
pp. 781-781
Author(s):  
JEANNE H. BLOCK
Keyword(s):  
Human Development ◽  
Developmental Psychology

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

Autobiography, Developmental Theory, and Teacher Education

1996 ◽  
Vol 6 (4) ◽  
pp. 323-347 ◽  
Author(s):  
William New
Keyword(s):  
Human Development ◽  
Developmental Psychology ◽  
Life Experiences ◽  
Developmental Theory ◽  
Alternative Approach ◽  
Autobiographical Texts ◽  
Adolescent Conflict ◽  
Identity Achievement ◽  
Instrumental Approaches

Abstract Instrumental approaches to teaching human development ask students to learn about children at different ages and stages so as to plan appropriate instruction. An alternative approach stresses the connections between psychological theories of growth and the life experiences of the students themselves, with the goals of increasing intrapersonal awareness and identity achievement. In one such course, students wrote autobiographical texts, interviewed each other, and wrote essays on their texts and "official" texts in human development. This case study focuses on the narratives of one woman, who used Erikson's psychosocial theories to analyze her stories of adolescent conflict and school difficulties. (Developmental Psychology-Education)

Developmental Psychiatry: A Perspective

1989 ◽  
Vol 23 (2) ◽  
pp. 197-206
Author(s):  
Sylvia Solinski
Keyword(s):  
Twentieth Century ◽  
Human Development ◽  
Developmental Psychology ◽  
Developmental Perspective ◽  
Critical Periods ◽  
Developmental Psychiatry

A brief historical introduction to developmental psychology puts twentieth century views into perspective. The ideas of continuity, critical periods and predictability are examined. The case for a developmental perspective of human development is argued, and the tenets underlying such a model are suggested. The utility of the study of human development is discussed.

Cross-cultural views on human development in the third millennium

2000 ◽  
Vol 24 (4) ◽  
pp. 428-434 ◽  
Author(s):  
Pierre R. Dasen ◽  
Ramesh C. Mishra
Keyword(s):  
Human Development ◽  
Developmental Psychology ◽  
Social Issues ◽  
Cross Cultural ◽  
Culturally Appropriate ◽  
Theoretical Frameworks ◽  
Cultural Approach ◽  
Working Out ◽  
Indigenous Psychologies ◽  
Apparent Conflict

The authors examine the prospects of a cross-cultural approach for research in human development. They first examine the apparent conflict between the positivistic and the constructionist paradigms, and examine their methodological implications. They argue for a midline position, seeing the seemingly opposed paradigms as complementary rather than antithetical. The major part of the paper lists the further developments needed in the field, in particular taking new theories to the cross-cultural test more quickly, and working out culturally appropriate applications to social issues. Shorter sections are devoted to the choice of appropriate theoretical frameworks, to the development of “indigenous psychologies” and to the working conditions of researchers in different contexts. The authors conclude that the situation of a cross-cultural approach to human development has improved significantly in the last two decades, but that there is still a lot to be done to completely disengage developmental psychology from its inherent ethnocentrism by “taking culture seriously”.

Vygotsky and the Cultural-Historical Approach to Human Development

2019 ◽  
Author(s):  
Ekaterina Zavershneva ◽  
René van der Veer
Keyword(s):  
Human Development ◽  
Depth Psychology ◽  
Developmental Psychology ◽  
Social Situation ◽  
Cultural Development ◽  
Proximal Development ◽  
Starting Point ◽  
The Social ◽  
Higher Psychological Functions ◽  
Genetically Determined

Lev Semyonovich Vygotsky (real name Lev Simkhovich Vygodsky; Orsha 1896–Moscow 1934) was a Russian psychologist who created cultural-historical theory, which proved influential in developmental psychology and other psychological disciplines. Vygotsky characterized his approach as “height psychology” (as opposed to “depth psychology”) and posited that the higher forms of mind should be the starting point for the study of human development. In his view it was essential to study psychological processes in their historical dynamics; these dynamics could be unraveled with the causal-genetic approach he developed, which involved the guided formation of mind in the course of its study or the experimental unfolding of ontogeny. Vygotsky claimed that the mechanisms of human development are not genetically determined and that we must find its source in culture and the social environment. Human development is mediated by cultural artifacts and sign systems, which are mastered in a dialogue with other people in spontaneous or guided interaction, which stimulates development by creating a zone of proximal development. The major means of the transformation of innate mind into higher mind is language, which enables us to preserve and transmit the experience of generations. In this process of cultural development the person develops a system of higher psychological functions that are social in origin, voluntary and mediated in nature, and form part of a systemic whole. The process of ontogeny goes through a series of stable periods and crises that correspond with specific conditions of the social situation of development and the developmental tasks. Age periods are completed with the development of neoformations, which do not just form results but are also prerequisites for further development. With the development of verbal thinking and the mastery of cultural means of behavior the person masters her/his innate mind and becomes a personality, whose main characteristic is freedom of behavior.

scholarly journals Reconceptualising the Child’s Right to Development: Children and the Capability Approach

2013 ◽  
Vol 21 (3) ◽  
pp. 523-542 ◽  
Author(s):  
Noam Peleg
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Developmental Psychology ◽  
Theoretical Framework ◽  
Active Participation ◽  
Alternative Framework ◽  
Right To Development ◽  
Children’S Agency ◽  
The Capability Approach ◽  
The Way

The article proposes adopting the Capability Approach as a theoretical framework to analyse the child’s right to development. Currently, the child’s right to development is realised as the child’s right to become an adult. This interpretation is problematic on several grounds, primarily its usage of developmental psychology as an underlying narrative to conceptualise childhood and interpret children’s rights, and its lack of respect for children’s agency. Using the Capability Approach’s conception of ‘human development’ as an alternative framework can change the way in which childhood and children’s development are conceptualised and, consequently, change the interpretation of the child’s right to development. It can accommodate simultaneously care for the child’s future and the child’s life at the present; promote respect for a child’s agency and active participation in her own growth; and lay the foundations for developing concrete measures of implementation.

Johann Nicolas Tetens: A Forgotten Father of Developmental Psychology?

1990 ◽  
Vol 13 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Marianne Muller-Brettel ◽  
Roger A. Dixon
Keyword(s):  
Human Development ◽  
Human Nature ◽  
Developmental Psychology ◽  
Human Capabilities ◽  
History Of

After many years of apparent neglect, several recent reviews of the history of developmental psychology have identified Johann Nicolas Tetens' (1777) Philosophical Essays on Human Nature and its Development as one of the first major contributions to the field (Tetens, 1979/1777). Because Tetens has only recently re-emerged as an important figure in developmental psychology, most developmental scholars may be unaware of who he was and what he wrote about human development. In this article, we sketch Tetens' life and career, and describe his notably contemporary contributions to psychology in general, and developmental psychology in particular. We also consider the reasons that Tetens was previously forgotten. For example (a) he wrote (in German) over 200 years ago; (b) he was a contemporary of Kant, whose reputation may have overwhelmed his own; (c) he was perceived (by such influential authors as Wundt and Ebbinghaus) as a proponent of the antiquated theory of faculties; and (d) his theory was not perceived to contribute to the shift in emphasis from the study of general human capabilities to the development of concrete and practical abilities.

Maslow’s Unacknowledged Contributions to Developmental Psychology

2017 ◽  
Vol 60 (6) ◽  
pp. 934-958 ◽  
Author(s):  
Andrew M. Bland ◽  
Eugene M. DeRobertis
Keyword(s):  
Human Development ◽  
Dynamic Systems ◽  
Psychological Health ◽  
Developmental Psychology ◽  
Systems Approach ◽  
Empirical Support ◽  
Healthy Human ◽  
Self Actualization ◽  
One Step ◽  
Psychological Integration

Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow’s call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow’s dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas—particularly those affiliated with characteristics of psychological health (i.e., self-actualization) and the conditions that promote or inhibit it. We also explore Maslow’s adaptation of Goldstein’s concept of self-actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two-steps-forward-one-step-back contiguous dynamic that realistically characterizes the ongoing processes of being-in-becoming and psychological integration in human development/maturity and (b) emphasized being-in-the-world-with-others with the intent of facilitating the development of an ideal society by promoting protective factors that illustrate Maslow’s safety, belonging, and esteem needs. Finally, we dialogue with the extant literature to clarify common misgivings about Maslow’s ideas.

scholarly journals The promise of two-person neuroscience for developmental psychiatry: Using interaction-based sociometrics to identify disorders of social interaction

2018 ◽  
Author(s):  
Victoria Leong ◽  
Leonhard Schilbach
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Psychiatric Disorders ◽  
Human Development ◽  
Early Identification ◽  
Developmental Psychology ◽  
Great Promise ◽  
Recent Advances ◽  
Developmental Psychiatry

Social interactions are fundamental for human development, and disordered social interactions are pervasive in many psychiatric disorders. Recent advances in “two-person neuroscience” have provided new tools for characterising social interactions. Accordingly, interaction-based ‘sociometrics’ hold great promise for developmental psychology and psychiatry, particularly in the early identification of social disorders.

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