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Child Psychology 100 Hours Certificate Course

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Child Psychology 100 Hours Certificate Course

Price: £340.00Course Code: BPS104 CLD
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Child Psychology 100 Hours Certificate Course

Child Psychology course online. Learn to understand psychological development in children.

Child psychology is concerned with the development of a person over the course of their childhood. This involves the development of a child's mental processes (ie. cognitive development); emotional and social behaviour. Although development doesn't end at adulthood, some characteristics are more easily developed and changed during childhood.

Enrol on this accredited course to understand psychological development in children. Learn how children develop psychologically as they grow, and what factors (such as learning, parenting styles, reinforcement, and genetic makeup) influence their behaviour and thinking. This course will be of invaluable benefit to you if you are:

 
  • A Counsellor.
    • A Social Worker.
    • A Childcare Worker.
    • A Family Liason Officer.
    • A Teacher or School Worker interacting with children.
    • In the Medical Profession.
    • Someone who works in Children's Services.
    • A Psychology Student.
    • A Psychologist wanting to increase your area of expertise.
    • A Parent who would just like to understand your children better.
    • A Foster Carer or Legal Guardian.
    • Someone wishing to pursue a career in working with children.

    If you are a professional, this course should give you the knowledge and skills to advise on how to provide an environment that nurtures an individual child's emotional, cognitive and moral development.

    If you are a parent, foster carer or legal guardian, the course will give you a better understand of your child's thoughts, feelings and behaviour, plus teach you skills to help your child to grow and develop. In short, to be a better parent.


     

    Learning Goals:  Child Psychology BPS104
    • Identify environmental and social aspects required for the ideal environment for a developing child.
    • Explain how genetic and environmental factors operate together in influencing the child's personality development.
    • Provide evidence that a particular personality characteristic may be genetically determined.
    • Explain how genetic and environmental factors operate together in influencing the child's personality development.
    • Identify the type of learning in which a stimulus which usually produces an unconditioned response is manipulated to produce a conditioned response, and give an example.
    • Discuss exactly how you would use operant conditioning to encourage a child to socialise.
    • Apply the perceptual recognition approach to explain smiling and fear in infants.
    • Evaluate Freud’s, Harlow’s and Bowlby’s explanations of the formation of mother-child attachments different.
    • Explain reflection-impulsivity and its significance in cognitive development.
    • Explain the strengths and weakness of social learning theory in explaining language acquisition.
    • Explain why you think that intelligence is or is not overall genetically determined.

     

    Lesson Structure: Child Psychology BPS104
    1. Introduction to Child Psychology
      • Levels of development, nature or nurture, isolating hereditary
        characteristics, cause versus correlation, continuity versus discontinuity,
        cross sectional and longitudinal studies, reliability of verbal reports

         
    2. The Newborn Infant
      • The Interactionist approach, range of reaction, niche picking,
        temperament stimulus seeking, emotional disturbances during pregnancy

         
    3. States and Senses of the Infant
      • Sensory discrimination, infant states (sleep, inactivity, waking, crying etc),
        why psychologists are concerned with defining and describing infant states,
        habituation, crying, soothing a distressed baby, sensory discrimination,
        depth perception, oral sensitivity

         
    4. Learning
      • Habituation, vicarious learning, classical conditioning, operant conditioning,
        reinforcement, the importance of learning control, etc

         
    5. Emotions and Socialisation
      • Producing and recognising emotional expression, smiling, biological explanation,
        perceptual recognition, mother-child Attachment, Freudian approach, Bowlby's approach,
        Social Learning approach, Harlow's approach, role of cognition in attachment formation, day care

         
    6. Cognitive Development
      • Developing the ability to reason.
         
    7. Language Development
      • Is language ability learned or innate? Social Learning Approach, Hypothesis testing approach,
        under extending

         
    8. Intelligence
      • Measuring Intelligence, Cultural Bias, IQ, Testing Intelligence as a tool.
         
    9. Socialisation ... Part A
      • Social Cognition, self awareness, awareness of others, development of empathy,
        taking turns, having a point of view/perspective, social scripts, pretend play

         
    10. Morality
      • Moral development, aggression and altruism, Freud, Piaget and Kohlberg on moral development
         
    11. Sexuality
      • Freud's phases (oral phase, anal phase, phallic phase, latent phase, genital phase),
        gender and role Identity, psycho-social development

         
    12. Socialisation ... Part B
      • Family influence, discipline, siblings, family structures, school influence, peer influence,
        acceptance and rejection, modelling, reinforcement.

     

    Practicals:
    • Discuss what environmental and social aspects you think are required for the ideal environment for a developing child in your country.
    • Genetic and environmental factors operate together in influencing the child's personality development" Discuss the above statement.
    • Name and describe one personality characteristic which may be genetically determined. What evidence supports the possibility that it may be hereditary?
    • Genetic and environmental factors operate together in influencing the child's personality development"Discuss the above statement.
    • Name and describe one personality characteristic which may be genetically determined.
    • What evidence supports the possibility that it may be hereditary?
    • Name the kind of learning in which a stimulus which usually produces an unconditioned response is manipulated to produce a conditioned response. Give an example of this kind of learning.
    • Discuss exactly how you would use operant conditioning to encourage a child to socialise.
    • Use the perceptual recognition approach to explain smiling and fear in infants.
    • How are Freud, Harlow and Bowlby explanations of the formation of mother-child attachments different? Which do you think is more credible and why?
    • Explain reflection-impulsivity, and its significance in cognitive development.
    • Explain the strengths and weakness of social learning theory in explaining language acquisition.

     

    Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:

     

    Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.

    Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.

     

    Iona has aslo written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
     

    She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.

    Her books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.

     

    Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
     

    Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner. 
     

    Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB) 
     

    Trainer (Skills for Seeing): Macular Society 
     

    Reviewer of Books/Information: Macmillan Cancer Support 
     

    Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
     

    Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes

     


     

    Excerpt from the Course

    INTRODUCTION TO CHILD PSYCHOLOGY
    Aim
    Identify key concepts and issues in child psychology.

    Child psychology is concerned with the development of a person over the course of their childhood. This
    involves the development of a child's mental processes (ie. cognitive development); emotional and social
    behaviour. It is important to state that development does not end at adulthood. Adults continue to
    experience changes in their mental, emotional and social behaviours. Some characteristics are however
    more easily developed and changed during childhood.
    For convenience, a distinction is made between the cognitive, emotional and social aspects of behaviour.
    However, this distinction is purely theoretical. It is made simply to help us learn and understand. In reality,
    the different aspects of behaviour interact with each other. When problems develop in any area of
    development, they usually become rapidly evident in other areas as well. The study of child psychology is
    partly concerned with identifying such interrelationships.

    NATURE-NURTURE
    Needless to say, child psychologists are particularly interested in discovering the causes of certain
    patterns of behaviour in children. They are interested, for instance, in how the child's environment and
    relationships (eg. home, school & neighbourhood) affect the child's development. This involves an
    attempt to establish causes. They are also interested in "outcomes" of certain childhood experiences; for
    example, how does the experience of living in a poverty stricken environment affect the later behaviour of
    the child? It is difficult to identify "one" solitary cause for any behaviour. Usually a behaviour is far more
    complex, having been influenced by a mixture of prior experiences. If you have already studied some
    psychology, you have probably learned that there is considerable debate amongst psychologists as to
    whether human behaviour is determined primarily by our genetic makeup or whether it is primarily
    determined by what we learn through interaction with our environment. This is called the nature-nurture
    debate, and is of great interest when trying to understand children’s behaviour.

    NATURE
    ‘Nature’ refers to biological influences on our behaviour. Psychological attributes such as intelligence,
    addictiveness and depression may be caused by genetic influences (such as a gene passed on by one
    parent, or the human genetic makeup) or by biological factors (such as a hormonal imbalance,
    developmental stages, nervous system damage etc.). Hereditary refers to behaviours or characteristics
    which have been transmitted from parents to offspring. The units of hereditary are genes, which
    determine the course of development in the growing human embryo.
    Isolating hereditary characteristics
    An interesting research method used by child psychologists to determine which traits and behaviours are
    inherited is by comparing monozygotic twins and dizygotic twins. This provides a way of isolating genetic
    influence. The rationale is that since monozygotic (identical) twins are born from the same zygote (an
    ovum that has been fertilised by a sperm cell), they will have an identical genetic make up. Dizygotic
    twins are born from two different zygotes, thus their genetic make up differs as much as any two siblings
    genetic make up would.
    For example, in a study to determine if intelligence is genetically determined, the researcher will want to
    learn if the intellectual capacity of identical twins is more similar, or more closely correlated than that of
    dizygotic twins. If it is (and this has actually been discovered to be correct) then the evidence indicates
    that intelligence is largely genetically determined.

    NURTURE
    ‘Nurture’ refers to environmental influences, which affect the child’s psychology from its birth, from the
    way a child is raised to the food the child eats. Environmental factors can be very difficult to identify,
    because in order for them to affect the child’s psychology, they must be registered by the child’s
    awareness in a way that has an impact. For instance, most infants will grow sickly and apathetic of they
    are deprived of human touch or affection, yet some will be far less affected, perhaps because they do not
    register the neglect as strongly, or maybe they have different inner resources. In general, however, we
    can include in environmental influences the behaviour and attitudes of parents, family and peers, the
    amount and kind of stimulation provided, what a child learns from parents, society, school etc., social and
    cultural influences, and the surrounding situation, whether it is predictable and safe or dangerous and
    unpredictable.

    CAUSE VERSUS CORRELATION
    Another issue in studying children’s behaviour is the impossibility, in most cases, of identifying exact
    causes. Given the richness of human experience and the abundance of influences upon it, it is generally
    not possible to attribute one cause to one characteristic. For example, it has been found that children
    brought up in an impoverished environment often have a low level of cognitive ability. Yet we cannot say
    that an impoverished environment causes low cognitive ability, because we also know that there are
    disadvantaged children who succeed brilliantly in intellectual pursuits. Also, even if we accept that the
    environment does affect intelligence, we cannot isolate which particular influence in the environment
    causes that effect: is it inadequate education, poor nutrition, stress in the home, lack of play things (eg.
    toys), lack of parental attention, or something else? It could be any one (or several) of these.
    To overcome this dilemma, instead of considering “cause”, child psychologists will consider the
    “correlation” between two variables. In the above case they say that there is a high correlation between
    impoverished environment and low cognitive ability in children. A correlation suggests that there is an
    association/relationship between two variables – in this case – the environment and cognition.
    A correlation does not show that one variable causes another or the direction of the relationship. For
    example, if we say aggressive boys show a strong relationship with watching violent TV. Is it because
    watching violent TV makes children violent? Or is it because aggressive children tend to watch more
    violent TV?

    CONTINUITY VERSUS DISCONTINUITY
    There is much debate among psychologists on the way people change as they get older.
    * Some theorists argue that human development is a process which is continuous and sequential, with
    no abrupt changes.
    * Others argue that development occurs in stages. The person moves through each stage of
    development in a fixed sequence.

    CROSS SECTIONAL and LONGITUDINAL STUDIES
    Prominent research psychologists in the field of child psychology have employed the following two
    research methods to investigate how children change as they grow older.
    Cross sectional studies involve a short term study, investigating groups of children from various
    different age groups, and looking into how they behave in the same situation. The behaviours of children
    of different ages are compared in order to find out how a child's behaviour changes with age. This
    method can show how children’s patterns of behaviour change as they grow, but it cannot explore the
    influences behind such change. Nor can it determine the "stability" of characteristics (ie. It cannot show
    whether a child of a certain age, exhibits the same characteristics at a later age). Cross sectional studies
    cannot do this because they don't investigate the same children again at a later age. Longitudinal study is
    useful in overcoming this problem.

    In longitudinal studies, the researcher observes and investigates the behaviour of a group of children
    over an extended period of time. The same children are assessed at intermittent intervals, allowing the
    researcher to determine how a specific child's behaviour changes (or remains the same) as he/she grows
    older. Under certain conditions, the researcher will also be able to determine factors that influenced a
    particular developmental pattern. There are obvious advantages to this type of study, but the time and the
    cost involve mean that it is used as often as it could be.
    In the UK, a longitudinal study currently taking place is studying children born between certain dates in
    2000 and 2001. The Project is called The Child of the Millennium study and will follow the children from
    birth to adulthood. This will produce a range of rich data that psychologists, sociologists and other
    researchers can use in their research. Preliminary findings are already being published. Similar
    longitudinal studies have also taken place in other countries.

    RELIABILITY OF VERBAL REPORTS
    The first thing that researchers need before they can start working is information on the behaviour of their
    subjects. Such information can be obtained through observing a subject under either natural or
    experimental situations. In most areas of psychology, however, the research is based upon information
    acquired from the subjects themselves, that is, through verbal questioning and verbal report. With
    children, this may present some difficulties.
    Children may lack the cognitive ability to clearly understand the experimenter’s questions, or may be
    unable to express themselves well enough. In addition, they are emotionally vulnerable in strange
    situations, so their responses might not be an accurate reflection of their actual experiences.
    Investigators have also found that parents are not as reliable as might be desired. Parents’ long term
    memory of their children’s behaviour is not generally accurate, and often they are confused as to which of
    their children exhibited certain behaviours. Also, parents may tend to idealise their children, and
    subliminally censor out their child's negative behaviours.
    Comparisons between parents verbal accounts of their child's past behaviour, and evidence in medical
    records of their child's previous habits (eg. thumb sucking), often show that parents will deny
    remembering such habits, even when they themselves had previously reported those habits to a doctor.
    Parents are so very keen to give a positive image of their child-rearing practices, that they often make
    errors of omission, unconsciously and unintentionally. This phenomenon is known as “social desirability”
    for a respondent will give an answer that he/she thinks the researcher wants or answer in a way that
    makes them (or their child) appear to be better than they are.
    Solutions to such problems of verbal inaccuracies might be to seek greater detail, hence making parents
    think more deeply; for example:
    • Asking parents to write a detailed, hour by hour diary of a child's behaviour patterns.
    • Researchers contacting parents at regular intervals to prompt them to record the child's
    behaviour.
    Definition
    Subliminal – below our conscious
    perception.

    ETHICS and EXPERIMENTS
    The experimental method of research differs from the purely observational method in that the researcher
    manipulates aspects of the environment, and measures how this ‘manipulation’ affects the behaviour of
    the child. It is important to note that in using experimental conditions in the laboratory, or in the natural
    setting, the psychologist must remain ethical. Ethics is concerned with maintaining moral standards and
    fairness to all involved. Experimental practices must never involve any action that may harm or disturb
    the child subject.
    While the parent usually volunteers their child as subjects in psychological experiments, the children too
    must be informed of such in a way that is easily understood by them. Young children however, do not
    have the cognitive ability to totally understand the reasons and purpose of an experiment, so they may be
    vulnerable to feelings of unease. Such feelings should be reduced by way of a caring, sympathetic
    attitude in the experimenter.
    Withholding information may be necessary for effective research. For example, you cannot tell a child
    that you are looking to see how dependant they are on their mother. Deception of the child though,
    should be avoided at all costs. The child does have the right to be told information obtained from the
    research, as well as any conclusions made from the research.
    The child's welfare should always be a top priority. A child should also be completely free to withdraw
    from any experiment at any stage. If significant levels of distress are identified during an experiment, the
    child should be withdrawn, whether they ask or not. However, it is becoming a requirement in many
    countries that for children under 16 to take part in experiments, that the parent’s written permission is
    required.


     

    EBOOK TO COMPLIMENT THIS COURSE:

    The Environment Of Play EBook

    2nd Edition by John Mason


    The Environment of Play eBook course online. Full of inspiring colour images of playgrounds around the world, this book is ideal for designers, park managers, schools and parents! Play is the most important and effective method of learning for adults as well as children. It can be active or passive, planned or spontaneous.

    This Ebook is also ideal for you if you are a Counsellor or Psychologist working with children, or wanting to work with children, because you will learn about the relationship between PLAY and the ENVIRONMENT., an important aspect of growing up. 

    The environment is one of the two most important influences upon a person. We become the people we are, primarily through the influences of: 

    1. Our biological/chemical (or genetic) make-up. 
    2. Our surroundings or ENVIRONMENT. 

    This book is about relationships between PLAY and the ENVIRONMENT. 


     

     

    Course Info
    How Do Our Tuition Fees Compare?Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.
    Course StartBegin your learning at any time.
    Course Prerequisite None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.
    Course Qualification (Study Option A)Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.
    Course Qualification (Study Option B)Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.
    Comparative Credits InformationUK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.
    Course Duration and DeadlinesCourse hours given are a guide only. You will be encouraged to work at your own pace to learn as much as you can, with no assignment deadlines or end date by which you must complete your course by. You are in control!
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    Recognition of Your Course By UniversitiesAs you will see on our Testimonials page, previous students have used their qualification from us to get into university. However each one will have its own entrance criteria and acceptance may also depend on your other qualifications and experience. We can approach up to three universities on your behalf with details of our course before you enrol, so you will know whether it will be accepted as part of their application process. Please complete our contact form and we will begin the process.
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    How Can I Enrol?Online by selecting your study option, learning materials, plus payment option and then clicking the Enrol Now button - By contacting us for an application form - By telephoning us on 01227 789 649 (International: 0044 1227 789 649). Lines open 9am till 5pm Monday to Friday, excluding Bank Holidays and between Christmas and New Year.
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