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Child psychology is one of the many branches of psychology and one of the most frequently studied specialty areas. This particular branch focuses on the mind and behavior of children from prenatal development through adolescence. Child psychology deals not only with how children grow physically, but with their mental, emotional, and social development as well.
Historically, children were often viewed simply as smaller versions of adults. When Jean Piaget suggested that children actually think differently than adults, Albert Einstein proclaimed that the discovery was "so simple that only a genius could have thought of it."
Today, psychologists recognize that child psychology is unique and complex but may differ in terms of the unique perspective they take when approaching development. Experts also differ in their responses to some of the bigger questions in child psychology, such as whether early experiences matter more than later ones or whether nature or nurture plays a greater role in certain aspects of development.
Because childhood plays such an important role in the course of the rest of life, it is little wonder why this topic has become such an important one within psychology, sociology, and education. Experts focus only on the many influences that contribute to normal child development, but also to various factors that might lead to psychological problems during childhood. Self-esteem, school, parenting, social pressures and other subjects are all of tremendous interest to child psychologists who strive to help kids develop and grow in ways that are healthy and appropriate.
Distance Education Worldwide Child Psychology New and Now available
*What does child psychology mean?
Child psychology is the study of the subconscious and conscious childhood development. Child psychologists observe how a child interacts with their parents, themselves, and the world, to understand their mental development.
*What are the main features of child psychology?
5 areas of child psychology...and what they teach us
- 1. Development. The study of child development is often divided into three broad areas: physical, cognitive, and social-emotional. ...
- Milestones. ...
- Behavior. ...
- Emotions. ...
*What it takes to be a child psychologist?
Becoming a child psychologist requires a minimum of a master's degree, with a major in child development or clinical psychology studies. Psychologists need a Ph. D., which focuses on research, or a Psy. D., which focuses on clinical practice, to advance to top positions in the field.
*Here are the four cognitive stages of childhood development as identified by Jean Piaget:
- Sensorimotor Stage: Birth through about 2 years. ...
- Preoperational Stage: Ages 2 through 7. ...
- Concrete Operational Stage: Ages 7 through 11. ...
- Formal Operational Stage: Ages 11 and older.
*What are the 10 things every child needs?
Ten Things Every Child Needs
- Loving Touches.
- Stable relationships.
- A Safe, Healthy Environment.
- Quality Childcare.
*What are the 5 main areas of child development?
Children develop skills in five main areas of development:
- Cognitive Development. This is the child's ability to learn and solve problems. ...
- Social and Emotional Development. ...
- Speech and Language Development. ...
- Fine Motor Skill Development. ...
- Gross Motor Skill Development.
*Why should I become a child psychologist?
Child psychologists work with children,
generally under the age of 17, helping them to understand and cope with
a variety of emotional, developmental, and psychosocial issues.
Professionals in child psychology reap the benefits of helping others, working independently, or within an organization.
*What is the difference between a child therapist and a child psychologist?
A few states do allow school psychologists to only have a master's degree and a 1-year internship. Child psychologists may do individual and/or family therapy to help treat children and teenagers with emotional problems. ...Child psychiatrists, on the other hand, are licensed, physicians.
*What will a child psychologist do?
Child psychologists assess and treat children and adolescents. They help children cope with stresses like divorce, death, and family or school transitions. Their clientele may include children with a variety of developmental issues, from learning disabilities to severe mental illness.
*What can a child psychologist diagnose?
Pros: Clinical psychologists are trained to diagnose and treat mental, emotional, and behavioral disorders, such as ADHD/co-existing conditions. They perform psychological assessments and are experts in providing psychotherapy, including CBT and family therapy.
Child Psychology Content:
Lesson 1 The child as the theme of psychology Table of contents 1.1 Introduction 21.2 Child psychology - Developmental psychology 21.3 The child in classical antiquity and the Middle Ages 31.4 The turn towards the child in modern Europe 51.5 Child psychology arises 61.6 Summary 71.8 Homework assignments
Lesson 2 Prenatal development, Birth Table of contents 2.1 Introduction 22.2 The psychological perspective on the newborn child, past and present 22.3 Perception, learning and social interaction in the newborn child 42.4 Summary 72.6 Homework assignments
Lesson 3 3.1 Introduction 23.2 From the competent newborn to the competent unborn 23.3 The research results of prenatal psychology 33.4 The contribution of psychoanalysis 63.5 How can the expectant mother best behave? 73.6 Summary 83.8 Homework assignments
Lesson 4 Prenatal development, birth (Continued II) Table of contents 4.1 Introduction 24.2 Birth 24.3 Brain damage in early childhood 54.4 Summary 64.5 74.6 Homework assignments
Lesson 5 The the first year of life Table of contents 5.1 Introduction 25.2 The extra-uterine early year 25.3 The meeting between brain and world 45.4 Native anxiety programs 65.5 Summary 75.7 Homework assignments
Lesson 6 The the first year of life (Continuation I) Contents 6.1 Introduction 26.2 SIDS 26.3 Parent behavior 36.4 Summary 86.6 Homework assignments
Lesson 7 The first year of life (continued II) Table of contents 7.1 Introduction 27.2 Rhesus monkeys and their plush mothers 27.3 Hospitalism 37.4 The bonding theory 57.5 Summary 77.7 Homework assignments
Lesson 8 The first year of life (continued III) Table of contents 8.1 Introduction 28.2 Early speak development 28.3 The development of communication skills 58.4 Summary 68.5 78.6 Homework assignments.
Lesson 9 The first year of life (continued IV) Table of contents 9.1 Introduction 29.2 The child as an active social partner 29.3 Smiling 59.4 Uniqueness 79.5 Summary 89.7 Homework assignments.
Lesson 10 The first year of life (continued V) Table of contents 10.1 Introduction 210.2 The egocentrism of the child 210.3 Grabbing 410.4 Object permanence 610.5 Summary 710.6 Exercise 710.7 Homework assignments
Lesson 11 The the second and third year of life Table of contents 11.1 Introduction 211.2 The behaviors in the second and third year of life 211.3 The changes in the physical area 311.4 The movement 611.5 Summary 711.7 Homework assignments
Lesson 12 The second and third year of life (continued I) Table of contents 12.1 Introduction 212.2 Exploring the environment 212.3 The primary use of tools 412.4 Summary. 712.6 Homework assignments
Lesson 13 The second and third year of life (Continuation II) Table of contents 13.1 Introduction 213.2 The flow experience 213.3 The performance game 31 3.4 The role play 413.5 Summary 613.7 Homework assignments
Lesson 14 The second and third year of life (Continuation III) Table of contents 14.1 Introduction 214.2 Psychoanalytic aspects of the game 214.3 Play therapy 414.4 Summary 714.6 Homework assignments
Lesson 15 The second and third year of life (Continuation IV) Table of contents 15.1 Introduction 215.2 The one-year and three-year child compared 215.3 Laws of language acquisition 415.4 The separate phases 615.5 Summary 715.7 Homework assignments
Lesson 16 The second and third year of life (Continued V) Table of contents 16.1 Introduction 216.2 Piaget's theory of the development of thinking in an overview 216.3 Sensorimotor intelligence 416.4 Proportional thinking 516.5 Summary 716.7 Homework assignments
Lesson 17 The second and third years of life (Continued VII) Table of Contents 17.1 Introduction 217.2 The child's "inferiority" 217.3 The stubbornness 417.4 Summary 717.6 Homework assignments.
Lesson 18 The second and third year of life Table of contents 18.1 Introduction 218.2 The personality model 218.3 The "sexual being" child 318.4 Early childhood sexual development 518.5 Summary 618.7 Homework assignments.
Lesson 19 19.1 Introduction 219.2 Personality as a structure of traits 219.3 The Big Five 519.4 The temperaments 619.5 Summary 719.7 Homework assignments.
Lesson 20 The fourth to the sixth year of life (Continuation I) Table of contents 20.1 Introduction 220.2 Pre-operational thinking 220.3 Memory development 320.4 Summary 620.6 Homework assignments.
Lesson 21 (Continuation II) Table of Contents 21.1 Introduction 221.2 The Spiritual World of the toddler 221.3 Intuitive Biology 421.4 Intuitive Physics 521.5 Summary 621.7 Homework.
Lesson 22 The fourth to the sixth year of life (Continuation III) Table of contents 22.1 Introduction 222.2 Psychological knowledge at baby age 222.3 The Theory of Mind. 42 2.4 Summary 622.6 Homework assignments
Lesson 23 The fourth to the sixth year of life (Continuation IV) Table of contents 23.1 Introduction. 223.2 Creative playing 223.3 Playing according to rules 423.4 Game education 623.5 Summary 723.7 Homework assignments.
Lesson 24 The fourth to the sixth year of life (Continuation V) Table of contents 24.1 Introduction 224.2 Motives and their origin 224.3 Performance motivation 424.4 Summary 624.5 Exercise assignments 624.6 Homework assignments.
Lesson 25 The fourth to the sixth year of life (continued VI) Table of contents 25.1 Introduction 225.2 The psychology of the will and the psychology of motivation 225.3 The will in philosophy 225.4 The former German psychology of the will 325.5 The modern psychology of the will and motivation and its application to the child 425.6 Summary 725.8 Homework assignments.
Lesson 26 Emotions Table of Contents 26.1 Introduction 226.2 Overview of the Emotion Research 226.3 Emotions and their development in childhood 426.4 Summary 726.5 Exercise assignments 726.6 Homework assignments.
Lesson 27 Morality and religion Table of contents 27.1 Introduction 227.2 The moral development 227.3 The religious development 427.4 Neuropsychology and religious belief 627.5 Summary 727.7 Homework assignments.
Lesson 28 Social behavior, friendship Table of contents 28.1 Introduction 228.2 From egocentrism to building social relationships 228.3 Symmetrical relationships as an educational ideal 328.4 The subculture of childhood 528.5 The development of friendships 528.6 Group formation 628.7 Summary 928.9 Homework assignments.
Lesson 29 Altruism Table of Contents 29.1 Introduction 229.2 Overview of altruistic research. 229.3 Prosocial behavior in the development of the child 42 9.4 Summary 7 29.6 Homework assignments.
Lesson 30 The child's drawing Table of contents 30.1 Introduction 230.2 Art or images from the unconscious? 230.3 Tree test and draw-your-family-in-animals test 430.4 Characteristics and development of the child's drawing 630.5 Summary 730.7 Homework assignments.
Lesson 31 The seventh to the fourteenth year of life Table of contents 31.1 Introduction 231.2 Concrete operations 231.3 Formal operations 331.4 Criticism of Piaget 531.5 Summary 731.7 Homework assignments.
Lesson 32 The seventh to the fourteenth year of life (Continuation I) Table of contents 32.1 Introduction 232.2 Definition of intelligence 232.3 About the history of the intelligence test 332.4 Exemplary description of an intelligence test: the WISC-III NL... 432.5 School and intelligence 532.6 Summary 732.8 Homework assignments.
Lesson 33 The seventh to fourteenth grade (Continuation II) Table of contents 33.1 Introduction 233.2 School readiness 233.3 Curious behavior 433.4 Summary 733.6 Homework assignments
Lesson 34 The seventh to the fourteenth year of life (Continuation III) Table of contents 34.1 Introduction 234.2 Optimizing learning processes. 234.3 Script knowledge 434.4 The social dimension in pedagogical psychology 434.5 Summary 734.7 Homework assignments.
Lesson 35 The nuclear family Table of contents 35.1 Introduction 235.2 Social history of the nuclear family 235.3 The psychological significance of the family for the development of the child 335.4 Family therapy 435.5 Distance from the parents 535.6 Summary Homework assignment.
Lesson 36 The composite family Table of contents 36.1 Introduction 236.2 Doubts about the traditional family 236.3 Adoption 336.4 Obstacles on the way to the composite family 436.5 Emotion and social interaction, or: what do children need? 536.6 Summary 636.8 Homework assignment.