Modern International studies on Developmental Psychology. Рекомендации по организации самостоятельной работы студентов

11 Pages·00.439 MB·Russian

by  Коллектив авторов

Министерство образования и науки Российской Федерации
Сибирский федеральный университет

Modern International studies
on Developmental Psychology
Рекомендации по организации
самостоятельной работы студентов

Учебно-методическое пособие

Электронное издание

Красноярск
СФУ
2018
УДК 159.922(07)
ББК 88.4я73
M78

Составитель: Горлова Наталья Владимировна

M78 Modern International studies on Developmental Psychology.
Рекомендации по организации самостоятельной работы студен-
тов : учебно-методическое пособие [Электронный ресурс] / сост.
Н.В. Горлова. – Электрон. дан. – Красноярск : Сиб. федер. ун-т,
2018. – 11 с. – Систем. требования: PC не ниже класса Pentium I;
128 Mb RAM; Windows 98/XP/7/8/10; Adobe Reader V8.0 и выше. –
Загл. с экрана.

Содержатся рекомендации по организации самостоятельной работы
студентов в рамках курса «Психология развития и возрастная психология»,
представлены задания для самостоятельного изучения теоретического мате-
риала. Включает в себя введение с указанием цели, задач преподавания
и изучения дисциплины «Психология развития и возрастная психология»;
а так же содержание и виды самостоятельной работы студентов по курсу.
Предназначено для студентов всех форм обучения, обучающихся
по направлению 37.03.01 «Психология» по направлению 44.03.02
«Психолого-педагогическое образование».

УДК 159.922(07)
ББК 88.4я73

© Сибирский федеральный
университет, 2018

Электронное учебное издание

Подготовлено к публикации издательством
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Подписано в свет 09.04.2018. Заказ № 4508
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660041, г. Красноярск, пр. Свободный, 82а
Тел. [phone]; http://bik.sfu-kras.ru
E-mail: [email protected]
Введение
Данное методическое пособие представляет собой рекомендации по
организации самостоятельной работы студентов, проходящих обучение по
направлениям «Психология» и «Психолого-педагогический бакалавриат».
Пособие сфокусировано на важной теме, которую студентам предлагается
самостоятельно изучить в курсе «Психология развития и возрастная
психология». Данная тема касается современных международных
исследований в области психологии развития. Именно акцент на
современных исследованиях делает необходимым использование в
методическом пособии иностранного языка (английский как базовый) при
формулировании заданий для самостоятельной работы. К моменту изучения
курса предполагается, что студенты уже актуализировали свои знания,
умения и навыки иностранного языка (английский), поэтому они готовы к
самостоятельной работе по выполнению заданий с использованием
иностранного языка.

Цель преподавания дисциплины
Целью изучения дисциплины является формирование у студентов,
будущих психологов, системы представлений об общих закономерностях
психического развития человека на протяжении онтогенеза от рождения до
смерти, формирование компетентностей студентов, в области теоретических
оснований и практики психологии развития, возрастной психологии,
создание педагогических условий овладения основными понятиями и
теориями периодизации психического развития человека, служащими
основанием для проведения исследования, для решения задач в области
практической возрастной психологии и психологии развития.
Задачи изучения дисциплины
- раскрытие содержания онтогенетичеcкого развития человека, основных
законов и детерминант психического развития человека в онтогенезе;
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- раскрытие определяющих закономерностей психического развития в
связи с воспитанием и обучением;
- освоение основных периодизаций психического развития человека;
- формирование представлений о возрастно-психологических
особенностях личности на каждой из стадий онтогенетического
развития;
- формирование умений анализировать факты детского развития,
различать стратегии и методы исследования развития ребенка, за внешней
картиной детского поведения выделять закономерности развития;
- формирование умений применять полученные знания для решения задач
профессиональной деятельности в области практической возрастной
психологии и психологии развития.

Место дисциплины (модуля) в структуре образовательной программы
Содержание курса «Психология развития и возрастная психология»
тесным образом связано с содержанием дисциплины «Общая психология»,
«Детская психология». Теоретические представления о сущности
познавательных, эмоциональных, волевых психических процессах, о природе
личностных свойств и качеств являются основой при изучении возрастной
динамики психических функций и личностных особенностей человека.
Базовыми являются курсы антропологии, анатомии ЦНС, зоопсихологии и
сравнительной психологии, философии, логики, физиологии ВНД.
Содержание курса связано с дисциплинами «Педагогическая
психология», «Детская психология», в совокупности составляющих основу
деятельности будущего психолога.
Благодарю замечательного друга Ксению Топольняк за помощь в
процессе создания данного пособия.

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Self-instructional tasks

Assignment 1
Look at the list of topics and areas of modern studies on Developmental
Psychology below (Table 1), identify unknown words and translate them.
!!! Look out for special terms such as Attachment, Identity, Bullying and
Cyberbullying, Emerging adulthood. You will take a closeer look at them in
assignment 3.
Table 1. The List of topics and areas of modern studies on Developmental
Psychology
 Child & Adolescent Psychology
 Family relations and development
 Peer relations and development
 Attachment relationships
 Cognitive development
 Social development
 Values and moral development
 Identity and Self development
 Language, communication and development
 School bullying
 Cyberbullying in adolescence
 Well-being in infancy, childhood and adolescence
 Emerging adulthood
 Transition to parenthood
 Instruments and procedures for developmental research

Assignment 2
1. Choose the topic or area of modern studies on Developmental Psychology
(please, refer to Table 1) that is the most interesting for you.

2. Search the Electronic Library of Siberian Federal University for an article on
that topic:

1). Use http://bik.sfu-kras.ru/ Search by key words in EBSCO;
2). Note that you should use articles from the preliminary list of Journals
that are recommended in this course. See the list below.
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Preliminary list of Journals of Developmental Psychology:
 European Journal of Developmental Psychology
 Social development
 Journal of Youth and Adolescence
 Child Development
 Developmental Psychology
 Developmental Science
 Infant and Child Development
 British Journal of Developmental Psychology
 Journal of Research on Adolescence
 Human Development
 Life-span development and behavior
 Journal of Adult Development
 International Journal of Behavioral Development
 Journal of Applied Developmental Psychology
 Attachment & Human Development

3. Choose a few articles you will work with, analyzing typical structure of
articles and their abstracts.

4. Analyze typical structure of articles:

1). Typical structure of the article consists of a few sections. Please name
them and list them.

2). Where should authors write about the measures and procedure
(methodology) of their study?

3). Where should authors write about the analysis of the results?

4). What should authors write in the section Discussion?

5). What should authors write in the section References?

5. 1). Work with abstracts from a number of articles.

2). Please, identify the main idea of each article.

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Assignment 3
Define the terms Attachment, Identity, Bullying and Cyberbullying, Emerging
adulthood by using EBSCO search:
1). Find these terms in the section devoted to theoretical background in
particular papers;

2). Give a definition according to the information from the articles;

3). Try to detect who was the author of each term by analyzing references to
the source.

Assignment 4
1. Choose a one paper you will work with for the assignment according to
your interest in the topic.

2. Identify the purpose of the study.

3. Determine the hypothesis of the study.

4. What is the conclusion of the study? Determine it.
Self analysis: Answer to yourself about the reason for your interest in the topic of
the article.
Assignment 5
Your final task is to integrate main ideas of the Modern International studies on
Developmental Psychology with the area of your interest.
1. Choose three to five papers according to your interest in the topic (like in
Assignment 4).

2. Identify the purpose and the hypothesis of each study. Determine the
conclusion of each research.

3. Analyze similarities and differences of all the studies (from Assignment 4
and 5). Write down main ideas of your analysis.

4. Please, write a summary of all that you have identified.
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Appendix 1
Information about new publications (ebooks)

1. J.J.Arnett The Oxford Handbook of Emerging Adulthood Ed.: 1st
Edition. Oxford : Oxford University Press. 2016
In recent decades, the lives of people in their late teens and twenties have
changed so dramatically that a new stage of life has developed. In an original paper
published in 2000, Jeffrey Jensen Arnett identified this period, coining it 'emerging
adulthood,' and he distinguished it from both the adolescence that precedes it and
the young adulthood that comes in its wake.
His new paradigm received a surge of scholarly attention after his first book
on the topic launched the field, and both a flourishing society and journal
developed to further expand this area of research. Studies and publications on
emerging adulthood now abound, and the leading research has yet to be organized
into a single handbook that covers the field.
The Oxford Handbook of Emerging Adulthood is the first and only
comprehensive compilation spanning the field of emerging adulthood. Expertly
edited by Arnett, this Handbook is comprised of cutting-edge chapters written by
leading scholars in developmental psychology.
Topics include theoretical perspectives and structural influences in the field;
cognitive development during emerging adulthood; family, friendship, and
romantic relationships; sexual identity and orientation; education and work; leisure
and media use; mental health; religious and political beliefs; positive development;
and substance abuse and crime, to name a few. Sure to be the definitive resource
for researchers, scholars, and students studying emerging adulthood, this
Handbook will pave the way for new scholarship in this expanding area of inquiry
and serve as an excellent resource for the wider field of developmental psychology.

2. S.J. Schwartz Identity Around the World: New Directions for Child and
Adolescent Development, Number 138 San Francisco: Jossey-Bass. 2012
Examine the structure and context of identity development in a number of
different countries: Belgium, the Netherlands, Germany, Sweden, Italy, China, and
Japan. While some identity development proceeds in much the same way across
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national contexts, this issue suggests that there are important nuances in the ways
in which identity unfolds in each country.
Macrocultural forces, such as permissiveness in Sweden, collective guilt in
Germany, and filial piety in China, direct the identity development process in
important ways. Expectations regarding obligations and ties to family also direct
the identity development process differently in many of the countries included in
this volume—such as extended co-residence with parents in Italy, lifelong
obligations to follow parents' wishes in China, and democratic independence in
Sweden.
The various countries are compared and contrasted against the United States,
where much of the early identity research was conducted. The volume also reviews
specific identity challenges facing immigrant and ethnic-minority individuals in
countries that receive large numbers of immigrants—Germany, Sweden, Belgium,
the Netherlands, and Italy—and suggests many future directions
for identity research in various parts of the world. This is the 138th volume in this
series. Its mission is to provide scientific and scholarly presentations on cutting
edge issues and concepts in child and adolescent development. Each volume
focuses on a specific new direction or research topic and is edited by experts on
that topic.

3. W.Koops, M.Zuckerman Beyond the Century of
the Child : Cultural History and Developmental Psychology
Philadelphia: University of Pennsylvania Press 2012
In 1900, Ellen Key wrote the international bestseller The Century of
the Child. In this enormously influential book, she proposed that the world's
children should be the central work of society during the twentieth century.
Although she never thought that her century of the child would become a
reality, in fact it had much more resonance than she could have imagined.
The idea of the child as a product of a protective and coddling society
has given rise to major theories and arguments since Key's time. For the past
half century, the study of the child has been dominated by two towering
figures, the psychologist Jean Piaget and the historian Philippe Aris. Interest
in the subject has been driven in large measure by Aris's argument that
adults failed even to have a concept of childhood before the
thirteenth century, and that from the thirteenth century to the seventeenth
there was an increasing childishness in the representations of children and an
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increasing separation between the adult world and that of the child. Piaget
proposed that children's logic and modes of thinking are entirely different
from those of adults.
In the twentieth century this distance between the spheres of children
and adults made possible the distinctive study of child development and also
specific legislation to protect children from exploitation, abuse, and neglect.
Recent students of childhood have challenged the ideas those titans
promoted; they ask whether the distancing process has gone too far and has
begun to reverse itself.
In a series of essays, Beyond the Century of the Child considers
the history of childhood from the Middle Ages to modern times, from
America and Europe to China and Japan, bringing together leading
psychologists and historians to question whether we unnecessarily
infantilized children and unwittingly created a detrimental wall between the
worlds of children and adults. Together these scholars address the question
whether, a hundred years after Ellen Key wrote her international sensation,
the century of the child has in fact come to an end.

4. M. Harris, G. Westermann A Student's Guide
to Developmental Psychology London : Psychology Press. 2015
This major new undergraduate textbook provides students with
everything they need when studying developmental psychology. Guiding
students through the key topics, the book provides both an overview of
traditional research and theory as well as an insight into the latest research
findings and techniques. Taking a chronological approach, the key
milestones from birth to adolescence are highlighted and clear links between
changes in behaviour and developments in brain activity are made. Each
chapter also highlights both typical and atypical developments, as well as
discussing and contrasting the effects of genetic and environmental factors.
The book contains a wealth of pedagogical features to help students
engage with the material, including: Learning objectives for every chapter
Key term definitions Over 100 colour illustrations Chapter summaries
Further reading Suggested essay questions.
A Student's Guide to Developmental Psychology is supported by a
companion website, featuring a range of helpful supplementary resources
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