research and child development paper psy 355

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PSY-355 Research and Child Development

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Course Description: "Serves as a foundation for concepts in child psychology. Spans a broad range of topics including biological, cognitive, social, emotional, and spiritual development domains and covering each age of the child. Examines the mutual interdependence between the developing individual and his or her various social systems, including family, groups, organizations, and community."

• opens new window APA PsycArticles From the American Psychological Association. More than 180,000 full-text, peer-reviewed articles from more than 100 journals covering the science of psychology and behavior. Published by APA and affiliated journals. EBSCO
• opens new window APA PsycInfo From the American Psychological Association. International literature in psychology and related disciplines. Includes over 1,800 professional journals, chapters, books, reports, theses and dissertations, published internationally.
• opens new window Psychology and Behavioral Sciences Collection Contains peer-reviewed titles covering topics such as emotional and behavioral characteristics, psychiatry & psychology, mental processes, anthropology, child & adolescent psychology, counseling, and observational and experimental methods. Nearly every full-text title included in this database is indexed in APA PsycInfo.
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• opens new window SAGE Premier Full-text of peer-reviewed journals published by SAGE and participating societies. Covers assessment, child development, applied-, clinical-, cognitive-, counseling-, social psychology, and more.
• opens new window Science Direct: Social & Behavioral Sciences Journal Collection Full text scientific, technical and medical (STM) articles from 2,500 journals and more than 30,000 books. Includes the Lancet and Tetrahedron Letters.

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• opens new window Sociology: A SAGE Full Text Collection Includes the full text of 33 journals (328 volumes; 1,729 issues) published by SAGE and participating societies, and some going back 24 years, encompassing over 12,700 articles. Coverage includes: Childhood, Contemporary Sociology, Comparative Sociology, Consumer Culture, Classical Sociology, Ethnic Studies, Gender Studies, Leisure Studies, Social Theory, Sociology of Sport, and Sociology of Work and Employment (Labor Studies). Special Feature : Every bibliographic record in the Collection links to the appropriate full-text in PDF format. SAGE
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PSY 355 GCU Developmental Factors in Early Childhood Research Paper

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wnalynuzbz1

Grand Canyon University

Description

Research is important in the field of psychology and to child development. Knowing the components for conducting and analyzing research is just as important to help prepare students for their capstone course. For this assignment, students will be conducting scholarly research and incorporating content they have learned from Topics 1-4 to write a 1,200-1,500-word paper. This assignment contains two parts. Please read the assignment instructions carefully to ensure the inclusion of both parts.

To prepare for this assignment, locate three scholarly articles at library.gcu.edu , using parameters for articles that are peer-reviewed and published within the last 5 years.

(a) One of your articles must include research methods and design concepts from Chapter 1 of the textbook, including but not limited to survey and interview, case study, physiological measures, standardized testing, descriptive, correlational, or experimental research, and cross-sectional or longitudinal approaches. (b) Select a Topic from Topics 1-4 in the textbook. For example, you may choose from biological foundations or genetic components of development, one of the stages of development (prenatal, infant, or birth), developmental milestones in infancy, aspects of development including biological, psychological, and socioemotional, theoretical perspectives, such as psychoanalytic, cognitive, evolutionary, ecological, etc. This list is not comprehensive but can offer students ideas to choose from. The selected topic may not duplicate work that has been completed in the class thus far in previous topics.

Part I: The purpose of this assignment is to combine focused research with elements learned within the class. Your goal is to pick one area of interest from what you have learned so far. Address the following in your paper in third person narrative:

1. Describe the Topic selected (e.g., prenatal stages of development). 2. Which theories and theorists contributed to this Topic? 3. In a minimum of 300 words, summarize each of the three scholarly articles found in the library. Identify the following within the article: What type of research method was used? What type of design was used? Was the research qualitative or quantitative? Identify other research elements if any, such as informed consent, confidentiality, debriefing practices, and deception. 4. Discuss whether the research was ethical and explain another way the study could have been conducted. A detailed discussion with source support is required for critical thought to be demonstrated. *To receive full credit, you have to include an alternative method of conducting the study.

Part II: In a first-person narrative, reflect on what you learned in your research in a minimum of 200 words. 1. Was there anything interesting that you did not know before? OR What new information did you learn throughout the process: readings, class discussions, focused research? 2. Does the incorporation of scholarly research in the early stages of your academic journey, further your understanding of conducting research?

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Attached. 1 Analyzing Three Articles on Developmental Factors in Early Childhood Education and Assessment Name Institutional affiliation Course Professor Date 2 Analyzing Three Articles on Developmental Factors in Early Childhood Education and Assessment Part I The Selected Topic The selected topic is "Developmental Factors in Early Childhood Education and Assessment." The subject is broad, encompassing different aspects of children's development and the assessment methods employed to gauge their progress in the early years. It focuses on understanding the physical, social, emotional, and cognitive factors influencing children's development and how they interact with educational practices and evaluation tools. Theorists such as Urie Bronfenbrenner and Jean Piaget have significantly contributed to understanding developmental factors in early childhood education and assessment. Bronfenbrenner's Ecological Systems Theory explains how ecological contexts, including microsystem, macrosystem, and exosystem, influence children's development (El Zaatari & Maalouf, 2022). Educators utilize the theories of developmental factors in early childhood education and assessment to create developmentally appropriate environments and assessments corresponding to children's distinct cultural backgrounds, abilities, and needs. This paper analyzes three articles on developmental factors in early childhood education and assessment. Theories and Theorists that Contributed to the Topic Article 1: "Relative age and the Early Years Foundation Stage Profile: How do birth month and peer group age composition determine attribution of a 'Good Level of Development'—and what does this tell us about how 'good' the Early Years Foundation Stage Profile is?" by Tammy Campbell 3 The article studies the impact of relative age on the Early Years Foundation Stage Profile (EYFSP), a topic influenced by the concept of developmental timing and the relative age effect theory. Developmental timing involves one's rate of cognitive and physical development. Notably, children born early in the school year are more likely to be physically and cognitively mature for their age, giving them an advantage over those born later. Consequently, they have higher chances of succeeding in school and sports. Michael Thompson, an educational expert, and psychologist, has contributed to understanding relative age effects in education. He has examined how children's age relative to their peers can impact their social and academic outcomes, pointing out the potential advantages and disadvantages that emanate from variations in experience and maturity. Article 2: "Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood" by Austerberry et al. The article explores the relationship between early manifestations of intellectual performance, genetic effects, and later academic test performance. Theories of intelligence and the impact of genetics on cognitive abilities influence the topic. The current understanding of genetic influences on cognitive development has been made possible by different researchers, including Sandra Scarr, John C. DeFries, and Robert Plomin. For instance, Plomin's research on the nature-nurture debate and intelligence heritability has helped investigate how environmental and genetic fac...

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Home » Academics » Academic Schools and Departments » Department of Psychology » Courses

Course offerings reflect the 2023-2024 . One unit of credit equals four semester hours.

An introduction to psychology as a science, along with its methods of inquiry and representative findings in areas such as learning, memory, cognition, motivation, perception and development, as well as social, abnormal, personality and physiological psychology. In each section, students receive experimental credit for research activities.

A prerequisite for all other psychology courses.

.25 to 1.00 credit

Direct supervised experience in psychological research. The student will take on responsibilities such as data coding, data entry, setting up appointments for data collection, collecting data from participants and library work. The student will spend approximately four hours per week for half credit and eight hours per week for full credit over a 15-week term. Guidelines for this course are available from the department secretary, the psychology faculty and the psychology department web page. Repeatable for credit. Pass/No Pass grading.

Prerequisites: PSY 210, major in psychology, and consent of instructor and department chair.

This course is an exploration of the many career paths in psychology, both for those planning for graduate programs and for those seeking employment and training experiences directly after the bachelor’s degree. Students will have the opportunity to explore the applied fields of psychology such as clinical/counseling/social work, school, industrial/ organizational, and forensic psychology across various workplace settings including hospitals, social/human service agencies, military, criminal justice, academia, business and industry, public health, and public policy organizations. Strategies for developing career paths, applying to graduate and certificate programs, developing gap-year plans, and the importance of internships and volunteer experience are also included. Pass/No Pass grading only.

.50 or 1.00 credit

Provides qualified psychology students with supervised and monitored on-the-job experience with businesses or human service agencies and institutions. May be taken during the regular term with part-time placement of seven to 13 hours a week for a half-credit course, or 14 to 17 hours weekly for a full-credit course. Summer Term and January Term field experiences may also be possible (hours per week will be adjusted accordingly). The student will complete selfassessments, set goals and learning objectives, provide regular written feedback, attend CPU meetings and complete a final reflection paper of at least four to six pages. First-year and sophomores register for PSY 268; juniors and seniors register for PSY 368. Applications should be made early in the term preceding registration and are reviewed on the basis of academic grade-point average, faculty recommendation, professional progress and demonstrated interest. Students will need to meet with both the Psychology Internship Coordinator/ Faculty Monitor and the CPU Coordinator of Career Development to apply. Repeatable for credit. Pass/No Pass grading. Under unusual circumstances students may petition the department for A-F grading.

Prerequisite: Approval of the psychology internship coordinator/faculty monitor.

A study of the personal, social and situational variables that influence the behavior of the individual toward other people. Topics examined include personality judgment, interpersonal attraction, prejudice, attribution theory, helping, aggression, attitude change, obedience, conformity and group dynamics.

Prerequisite: PSY 210.

An introduction to the psychological principles and theories of human development, learning and motivation in K-12 educational settings. Includes the study of educational research, child and adolescent development, developmentally appropriate and instructional best practices, individual differences, learning environment and assessment. This course is for non-education majors only.

Prerequisites: ENG 106, PSY 210 or EDU 104 or SPE 223, and sophomore standing.

The study of classic and contemporary theoretical approaches to personality and related research. Psychoanalytic, trait, cognitive, humanistic and social behaviorist and biological perspectives are surveyed.

Introduces and broadly surveys the neural foundations of mental processes and behavior. Topics include: learning and memory, perceptions, emotion, language, attention, and executive function.

Provides an analysis of biological, cognitive, personality and social development from conception to death. Illustrative topics may include the nature-nurture controversy, attachment, peer relationships, identity, vocations, marriage and parenting, midlife transition, aging, death and dying. Theoretical models and research methodologies designed to address these issues will be highlighted throughout the course. Recommended for non-majors.

The study of child development from conception to puberty. Major processes such as maturation, socialization, cognition and language acquisition are approached from scientific, theoretical and applied viewpoints.

The study of current theory and research on adolescent development in a number of major areas including biological, psychological-cognitive and social-cultural. Topics include: identity formation, sexuality and social interactions.

The study of the processes involved in maturity, marriage, family, occupation, retirement, aging and death that characterize the lifespan following adolescence. Emphasis is on interaction of the psychological, social and physiological factors in relation to the developmental process.

This course is the application of psychological theories, procedures and methods to a variety of current issues, such as cross-cultural psychology, emotional memories or motivation. Topics are selected based on their applied and theoretical relevance to psychology, as well as their practical importance to a wide range of disciplines. Students are expected to develop projects to explore the application of these topics to real-world psychological problems and issues.

Prerequisite: PSY 210. May be repeated for credit.

In this course, we will examine the theories and research on the psychological understanding of religious beliefs and behavior. We will consider the phenomenological, empirical and social psychological perspectives. Topics include: intrinsic and extrinsic religious orientation, theories of religion, religion and mental health, religious development, conversion, and religious experience.

An examination of the theories, research and applications from the fields of cross-cultural psychology, indigenous psychology, cultural psychology, ethnic psychology and psychological anthropology. Students will analyze, synthesize and articulate an intercultural perspective on psychological processes and functioning through exploring their own and dominant U.S. cultural backgrounds, interviewing others with cross-cultural or intercultural experiences, making comparisons using a broad definition of culture and reading about psychological research of cultures other than their own. Students will be encouraged to raise questions about mainstream psychological knowledge and their knowledge of self and self-culture in order to increase awareness, tolerance, acceptance, understanding, sensitivity, adaptation to, respect and contextual evaluation of cultural diversity.

An introduction to the principles and methods of psychology as applied to problems of business, industrial and other types of organizations. Topics include: leadership, motivation, group leadership, personnel decisions, training, job analysis, design, evaluation and satisfaction.

An introduction to the study of maladaptive behavior. Topics include: diagnosis, assessment, classification and treatment of these disorders. An overview of the application of basic psychological theories and normal stress responses will be covered.

Introduces the theories and research of treatments of adjustment and maladaptive behaviors. Topics include: assessment, treatment approaches and the evaluation of treatments, the role of the therapist and social systems of treatment. It is recommended that PSY 312 or 327 be taken prior to this course.

Human behavior is viewed as the result of the processing of environmental information. The aim of the course is to understand the underlying mechanisms by which humans process this information. Topics include: memory, decision making, perception, attention, comprehension, problem solving and reasoning.

This course is an examination of human sexuality and sexual behavior fromabiopsychosocial perspective. Sexuality is an intentionally broad term, containing influences from biological sexual characteristics, cultural background, gender identification, and sexual orientation. A primary focus of the course is understanding, exploring, and contextualizing the diversity of expression seen for each of these influences. Further, much of the course will center on understanding how each of these influences all converge to create identity and also affect sexual response. Controversial topics covered typically include abortion, contraception, the impact of HIV/ AIDS, the intersection of sexuality and mental healthcare, the LGBTQ+experience, sex work, and sexual subcultures, among others. There is emphasis on understanding sexuality and discussing these controversial topics through relying on contemporary empirical literature and methodology.

Prerequisite PSY 210.

The focus of health psychology is the prevention of physical and emotional factors that may compromise a person’s health. This course will introduce theory and research on the interdependence between physical health, behavior and cognitive processes. Health psychology emerged as a discipline in 1977, and together with the area of behavioral medicine, uses behavioral principles in the assessment and treatment of individuals with a medical diagnosis.

.25 or 1.00 credit

See PSY 249 . Students’ responsibilities increase as their experience warrants. Repeatable for credit. Pass/No Pass grading.

Prerequisites: PSY 210 and consent of instructor and department chair.

Introduction to the principles of experimentation, experimental design, hypothesis testing and statistical analysis. Topics covered include scales of measurement, validity and reliability, experimental and non-experimental designs, descriptive statistics, sampling theory, correlation and regression, t-tests, confidence intervals, chi-square tests and analysis of variance. Students will use SPSS software for creating files and performing data analysis.

Prerequisite: PSY 210. Meets the statistics requirement for the psychology major, as does MTH 345 or MTH 346. Not open to students who have taken MTH 345 or MTH 346. Counts as credit toward a B.S. degree.

The nature and methods of inquiry into human and animal behavior are examined through the design and implementation of psychological research. Topics include descriptive and experimental methods, analysis and interpretation of research data, and ethical issues in research. Some focus on use of SPSS software. All students design and conduct a study as a psychology laboratory experience outside of class meetings.

Prerequisites: PSY 210 and PSY 355/MTH 345/MTH 346.

See PSY 268 . Repeatable for credit, junior/senior standing only.

A survey and critique of classical and contemporary learning theories. Controversial issues in learning and memory are presented with an evaluation of relevant research. Lab time required outside of the scheduled class meetings.

Prerequisites: PSY 210, PSY 355/MTH 345 and PSY 356.

See PSY 320 . Students registering for PSY 420 will have assignments appropriate to a 400-level course. May be repeated for credit.

The study of major issues in psychology with emphasis on the interrelationships among schools of thought. The development of theory and methodology and the contributions of significant individuals are examined.

Prerequisites: Two courses in psychology, including PSY 210.

Survey course of the history, utility, ethics and practical applications of psychological testing. The course will address concepts of standardization, reliability and validity, and introduce commonly used tests of intelligence, personality, aptitude and interests. Students will also learn about standards for educational and psychological testing and complete an assessment project.

Prerequisites: PSY 210 and PSY 355/ MTH 345.

This course surveys theories and research in sensation and perception. Psychological and physiological processes underlying sensory and perceptual phenomena are reviewed as well as controversial issues. Students will participate in demonstrations and conduct an experiment on some theoretical or research question in sensation or perception.

The study of biochemical and neurophysiological correlates of behavior, including the structural and functional organization of the nervous system, as well as electrical and chemical processes involved in nervous system activity. Topics include sensation, the motor system, sleep, gustation, reproductive behavior and maladaptive behavior.

This course provides an introduction to the field of child psychopathology. The symptom presentation, etiology and development trajectories of psychological disorders affecting children and adolescents will be covered.

Prerequisites: PSY 356 and PSY 327 or permission of the instructor.

This course entails in-depth work in selected research areas. Research areas will vary and will have a focus on analytical thinking, computer skills and research presentation. Students will learn about topics such as the professional role of psychologists, ethics, APA style and psychological scientific thinking.

Prerequisites: PSY 210, PSY 355/ MTH 345, PSY 356 and consent of instructor.

See PSY 349. Repeatable for credit. Pass/No Pass grading.

Prerequisites: PSY 349, PSY 355/MTH 345 and PSY 356, and consent of the instructor and department chair.

For students who plan to take advanced work in psychology and who want additional preparation in special areas. Students initiate contact with a psychology professor or the department chair to identify a topic and preliminary readings. The student and the professor then work together to craft a proposal specifying the topic, key words and areas for further reading; a method for communicating the learning, such as a paper or a presentation at a student research conference; and a timeline for the process. Guidelines for this course are available from the department secretary, the psychology faculty and on the psychology department web page. Repeatable for credit. Proposal and permission of the supervising faculty member and department chair are required prior to registration.

.50 to 2.00 credits

The challenge of pursuing individual research under the guidance of a faculty member. Strongly recommended for advanced students intending to pursue a graduate degree. Guidelines for this course are available from the department secretary, the psychology faculty and on the psychology department web page. Repeatable for credit. Proposal and permission of the supervising faculty member and department chair are required prior to registration.

This course gives Honors Program students the opportunity to design and implement a significant research project in the field of psychology, culminating in an appropriate public dissemination of research methods and findings. This research must build upon previous coursework taken within the major or minor, facilitating faculty supervision and guidance. Repeatable for credit. Permission of the faculty supervisor and the director of the Honors Program required prior to registration.

An advanced seminar with varying topics that changes each term. The seminars are led each term by a different full-time faculty member of the department. The emphasis is on complex issues in psychology and the use of primary sources. A major requirement of the seminar is to write an APA-style review paper that critiques, analyzes and synthesizes the extant literature related to the topic of the seminar. In addition, students are required to complete the Major Field Test in Psychology.

Prerequisites: Senior standing, PSY 210, PSY 355/ MTH 345 and PSY 356; may be repeated for credit with consent of the department chair.

.50 to 1.00 credit

Students will complete an original empirical research project under the guidance of a full-time faculty member. Completion of an APA-style research report is required. (Presentation at a student research conference is expected; may require an incomplete grade for projects completed during the Fall Term.) A written research proposal and permission of the supervising faculty member and department chair are required prior to registration.

Prerequisites: Senior standing, PSY 210, PSY 355/ MTH 345, PSY 356, PSY 492 (for developing the proposal).

Students will develop an extensive literature review on a topic in psychology of their choosing. They will then write an APAstyle review paper that critiques, analyzes and synthesizes the extant literature related to their topic. A brief proposal with a reading list and permission of the supervising faculty member and department chair are required prior to registration.

Prerequisites: Senior standing, PSY 210, PSY 355/MTH 345, PSY 356, PSY 492 (for developing the proposal).

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