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What is Developmental
Psychology?
Developmental
Psychology is a field of study that consists of a variety of
perspectives that describe the patterns of growth, stability, and change
in behavior throughout the entire life course (Smith & Baltes, 1999).
The field conceptualizes and studies development in three broad
overlapping categories with multiple topics of interest falling under
each of these categories (Berk, 2006; Papalia, Olds, Feldman, 2004):
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physical
development-the
biological basis of development and changes throughout the life
span. Areas of research interest include embryonic development,
maturational processes, motor development, brain-related changes
(neuroscience), sexuality, reproduction, various biological systems,
and age-related changes in adulthood.
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cognitive
development-the
development of the ability to think and reason. Areas of research
interest include the development of language, memory (long term,
short term, working memory), planning, inhibition processes,
intelligence, intuition, problem solving, reasoning, learning
processes, symbolic representation, meta cognition.
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socio-emotional
development
(social and emotional development are sometimes separated. The
development of the ability to form social and emotional relations
with others. Areas or research interest include development of
attachment, temperament, emotions (i.e., developing from simple to
complex emotions; understanding emotions), self-concept, identity
(i.e., gender, ethnic), morality, social status, ethics, peer-,
family-, and romantic relationships.
Not Mutually Exclusive
Categories...
These categories are
not necessarily mutually exclusive. Developmental Psychology is a
scientific field that views human development as a combined and
interactive product of biology, personal attributes (cognitive and
socio-emotional), and the environment (social- and
physical-environments). This dynamic process continuously evolves and
changes over time.
Researchers in
Developmental Psychology may focus on one content topic in one of these
areas (e.g. language acquisition as an aspect of cognitive development,
moral thinking as an aspect of both social and cognitive development.).
A developmental researcher may decide to focus research on a very
specific aspect of the area, such as verb learning in language
acquisition. Further, a researcher may choose to study one content topic
and the interactive nature of these areas (e.g., influence of social
exposure and brain development on language acquisition). In addition, a
researcher may decide to limit research to a specific age or age range
in a topic domain (e.g., adolescent aggression).
The beauty of
Developmental Psychology is that Developmentalists are encouraged to
understand the individual in the context of the developing organism.
So, for example, even if you are focusing on the development of
children’s peer relations, the developmental perspective will remind you
to consider changes in children’s peer relations in the context of
changes in other developing areas – language, cognition, and
physiological development. For example, you might think about how
pubertal changes affect how children relate to others. Or you might
examine how changes in the young person’s cognitive ability to
understand another’s perspective affects changing peer relations. Even
the physical change from elementary school to middle school may
influence the child’s changing relations to peers.
In developmental
psychology, scientists often try to understand changes in one area of
development in the context of changes in other developmental areas.
Scientist
vs. Practitioner?
The field of
developmental psychology is considered both an applied and academic
field.
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A doctoral program
in Developmental Psychology (or Lifespan Development,
or Developmental Science) is concerned with examining change across
all phases of the lifecycle (from infancy, childhood, adolescence,
to adulthood and aging). Depending on program requirements, students
may specialize coursework in one particular content area or they may
explore the general nature of change processes across the lifespan.
In other words, students may focus on a particular age group or
content domain (biological/neurological, cognitive, socio-cultural,
or emotional). Many doctoral programs in Developmental Psychology
have a strong focus on basic research and theory. The aim of such
programs is to prepare students for a career in research and
academia. However, some programs offer specialized topics in
applied areas of developmental psychology as well.
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A doctoral program
in Applied Developmental Psychology is concerned with
real-world applications of the knowledge gained from developmental
science research. Its goal is to promote positive development
throughout the lifespan, which includes enhancing developmental
processes, preventing developmental disorders, and implementing
intervention programs in individuals and families. Thus, after
receiving an applied degree, it is common for Applied
Developmentalists (called practitioners) to work in the private or
public sector.
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Not all programs
are located in Psychology Departments or in Colleges of Liberal
Arts. Many excellent developmental programs are located in Colleges
of Human Development Colleges of Education, Programs in
Developmental Science or other multidisciplinary programs. Some
schools have both Psychology Departments with Developmental programs
and Human Development programs located in separate colleges!
Sometimes Developmental Psychology is part of a larger
multidisciplinary program in Developmental Science. A general rule
is that programs in Psychology Departments tend to be more concerned
with basic science, while the programs in Developmental Science,
Human Development or Colleges of Education tend to be more
multidisciplinary. But general rules are just that – general
rules. You will want to investigate the strengths and weaknesses of
each program and consider how each program fits your particular
interests and needs.
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An additional note:
Some Developmental Psychology programs offer an additional
psychopathology track. This combines child psychopathology
(clinical child psychology) with Developmental Psychology. If you
are interested in pursuing research and clinical work in abnormal
child development, this may be an option you may wish to consider
and use as a factor for narrowing programs. You will need to inquire
with the program director or faculty member the extent to which you
can do clinical work (i.e., whether the track will satisfy licensure
requirements). Most of the time, however, only clinical programs
will prepare you to do clinical work with children. Developmental
psychopathology programs are usually more likely to prepare you to
do research or applied work with psychopathological groups; they
will not prepare you to be a clinical therapist.
Type of Science? | Population Studied? | Do Programs Differ? | How to Choose? | Published Rankings? | FAQ's
References
Berk, L. (2006) Child
development (7th ed). Boston: Allyn-Bacon
Papalia, D.E., Olds, S.W., &
Feldman, R.D. Human development (9th ed.). Boston:
McGraw-Hill
Smith, J. & Baltes, P. B. (1999).
Lifespan perspectives on Development. In M. H. Bornetein & M. E. Lamb
(Eds.), Developmental psychology: An advanced textbook (4th ed.).
Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
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