Cap. 4. “El nacimiento y el recen nacido”
• Los capacidades del neonato
• Nacimiento y los padres
Este curso provee una introducción al estudio psicológico del
desarrollo humano desde el nacimiento a la adolescencia. Las metas de aprendizaje
de este curso son: que usted se familiarice con las etapas principales del
desarrollo en su orden cronológico: (infancia, niñez temprana,
niñez intermedia, adolescencia); que usted reconozca las competencias
especificas de adquisición de lenguaje y desarrollo moral; que usted
puede identificar las características que definen cada de los marcos
teoréticos con cuales el desarrollo ha sido estudiado – marcos
de maduracionismo, conductismo, constructivismo, y psicología cultural;
que pueda describir cambios importantes en el desarrollo cognoscitivo y en
relaciones sociales, y pueda discutir la influencia del contexto cultural
y variación cultural. Terminando la clase comprendiendo lo que los
niños pueden hacer a edades diferentes, y porque, y demostrará
esta comprensión en dos exámenes en la aula y un examen final
(de opciones múltiples), ensayos de una-pagina semanales, cuices sobre
las lecturas, y tareas practicas.
Textos:
• Psicología del desarrollo, Papalia, D. E., Olds, S. W., Feldman,
R. D. McGraw Hill Interamericana.
• Tony Buzan's book, Use Both Sides of Your Brain. Plume/Penguin, 1974/1991.
(Buenas sugerencias por técnicas de estudiar, etc.)
Examen final:
12 al 27 de mayo
Overview of the Stages of Development:
Infancy Early Childhood Middle Childhood Adolescence
Main Points for Week 1: Birth & Infancy
Here are links to sites on the web that provide more detail on some important developmental psychologists:
Sigmund Freud links:
http://users.rcn.com/brill/freudarc.htmlErik Erikson links:
http://weber.edu/chfam/HUMAN.DEVELOPMENT/erikson.html
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/erikson.htmJohn Watson links:
http://www.muskingum.edu/~psych/psycweb/history/watson.htm
http://uts.cc.utexas.edu/~kensicki/watson.htmlJean Piaget links:
http://www.unige.ch/piaget/
http://www.piaget.org/main.htmlLev Vygotsky links:
http://webpages.charter.net/schmolze1/vygotsky/
http://www.kolar.org/vygotsky/
Las Subetapas de Inteligencia Sensorio-motriz y Permanencia del Objeto
TIME magazine on Piaget (hear him speak!): http://www.time.com/time/time100/scientist/profile/piaget.html
Main Points: Cognition in Infancy
Biological-Maturation Framework
Environmental-Learning Framework
MainPoints: Theoretical Frameworks in Developmental
Psychology
The Utrecht Lexicon of linguistics:
http://www2.let.uu.nl/UiL-OTS/Lexicon/
Grammars of many of the world's languages (Creole, Danish, Dakota...):
http://www.yourdictionary.com/grammars.html
Great link! Demonstrates the anatomy of vowel production. Point and click to
hear the sound and see how the tongue is positioned (requires Shockwave)
http://www.departments.bucknell.edu/linguistics/ln105/vowel/index.html
...and this one shows the articulation of consonants (also needs Shockwave):
http://www.departments.bucknell.edu/linguistics/ln105/cons/index.html
"Child Language Development": This page is designed as a guideline
for parents to follow their
child's normal language development. A simple timeline:
http://webpages.marshall.edu/~sowards9/title.html
More milestones:
http://www.geocel.com/communicate/develop.html%23lang%5Fdev
At Carnegie Mellon University you can find a large archive of data on child
language: CHILDES: the Child Language Data Exchange System:
http://childes.psy.cmu.edu/
Problems on Each of the Four Levels of Language
Dr. Packer's Language Acquisition Milestones
Main Points: Language Acquisition
Cognition in Early Childhood -- according to Piaget
Main Points: Cognition in Early Childhood
Sigmund Freud's life and
world
On the three main kinds of children's play, by David Fernie
Toy play in infancy and early childhood
One perspective on the psychology of gender identity
An annotated bibliography on gender identity
Concrete operational thinking compared with Preoperational thinking
Main Points: Social Development in Middle Childhood
Schooling and Apprenticeship compared
Main Points: Cognition in Middle Childhood
Main Points: Schooling and development
Tarea 5: el problema de la pizza
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"But if you think about it, the past has always been more important than the present. The present is like a coral island that sticks above the water, but is built upon millions of dead corals under the surface, that no one sees. In the same way, our everyday world is built upon millions and millions of events and decisions that occurred in the past. And what we add in the present is trivial. "A teenager has breakfast, then goes to the store to buy the latest CD of a new band. The kid thinks he lives in a modern moment. But who has defined what a ‘band’ is? Who defined a ‘store’? Who defined a ‘teenager’? Or ‘breakfast’? To say nothing of all the rest, the kid’s entire social setting—family, school, clothing, transportation and government. "None of this has been decided in the present. Most of it was decided hundreds of years ago. Five hundred years, a thousand years. This kid is sitting on top of a mountain that is the past. And he never notices it. He is ruled by what he never sees, never thinks about, doesn’t know. It is a form of coercion that is accepted without question. This same kid is skeptical of other forms of control—parental restrictions, commercial messages, government laws. But the invisible rule of the past, which decides nearly everything in his life, goes unquestioned. This is real power." |
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