There are many types of child psychology programmes out there and, in the circle of parenthood and child rearing, there is a lack of literature of parents to access and understand the finer points of these developmental programmes. The reason that this has sprung up is because more and more children are being diagnosed with symptoms of some developmental disorders, as young as infants and as old as 5 – 9 years old. The programmes are in place to provide structured and progressive therapy for two main reasons – to get rid of the ailments and bad symptoms of some of this nuerodevelopmental disorders, to reduce the family stress and induce normality in family relations and to ensure that the child can have an active and normal social life as he or she progresses to adulthood.
These developmental programmes fall under the scientific and systematic study of psychology and of the different conditions that affect the mind and all the aspects of emotions, sociability, behaviour and mental state. In the case of children, there has also been extensive research and study into the learning disorders that some of them are experiencing, including speech and language therapy, social skills therapy, problem solving, moral understanding, emotional development and self conceptualisation. The approach to child psychology therapy is the fact that children are in their state of development, extremely internalised. What does this mean? A layman would say, looking at the prognosis, that children, especially very young children are very selfish with their emotions and feelings. This is due with their inability to communicate with the rest of the world, with conditions like autism and autism spectrum disorders, down syndrome and Rett syndrome.
The world in essence revolves around their feelings and their inability to react normally to social stimuli causes them to revert back into themselves or turn to the bond that they have formed with their primary care giver. Also, developmental psychology and child psychology are interested not only in the condition that the child is attributing, but the environment and interactions that are and were being placed in front of him. There are a whole host of factors that can lead to the development of brain and emotional disorders within children and genetics is just a single layer.
Parenting, environmental factors, emotional trauma,, social context, cultural conditions, exposure to elements, drug use of parents. The list is literally endless. Child psychology, or in fact, any form of psychology out there is not merely the treatment of therapy and disciplines, but it is an investigative process, as much learning from the psychologist is there is from the child. They are clearly manifested in some developmental programmes like the Vygotsky’s cultural-historical theory and the Ecological systems theory, which all point to the importance of epicentre factors to the contribution of these disorders. Psychology delves into the mind, and in respects with the modern medicine and science industries, we have not even begun to traverse the full landscape of the brains potential.
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How does our knowledge grow? It turns out there are some different ideas about that. Schemas, Four-Stage Theory of Cognitive Development, and Vygotsky’s Theory of Scaffolding all play different roles but the basic idea is that children think about things very differently than adults. Hank explains in today’s episode of Crash Course Psychology.
Table of Contents
Schemas, Assimilation & Accommodation 2:39:12
Piaget’s Four-Stage Cognitive Development 1:47:02
Sensortimotor, Preoperational, Concrete Operational,
and Formal Operational Periods 3:48:22
Vygotsky’s Theory of Scaffolding 7:45:05
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The Growth of Knowledge: Crash Course Psychology #18