Perspective Of Developmental Psychology Research Articles

Enhancing Early Childhood Education: Integrating Theory and Practice

This paper delves into the fusion of educational theories and practical instructional methods within the realm of early childhood education (ECE), emphasizing the creation of enriched learning environments that support holistic development and foster profound learning experiences. It underscores the pivotal role of integrating foundational theories from developmental psychology, constructivism, and socio-cultural perspectives with effective teaching strategies, such as play-based learning and inquiry-based teaching. These pedagogical approaches encourage active exploration, creativity, and critical thinking, laying a robust foundation for cognitive, social, emotional, and physical development. Furthermore, the paper explores innovative curriculum design strategies, including integrated learning and project-based approaches, which are instrumental in promoting interdisciplinary understanding and real-world application of knowledge. By weaving educational theory seamlessly into curriculum design and instructional methodologies, educators can offer a more engaging, relevant, and comprehensive educational experience. This integration not only nurtures young learners' development across multiple domains but also equips them with the skills and dispositions necessary for navigating the complexities of an interconnected global community, thereby laying the groundwork for lifelong success and fulfillment.

Based on the Developmental Psychology Perspective to Provide a Brief Analysis of Ritual Education within the Concept of Integration of the Primary, secondary and tertiary levels

Based on the Developmental Psychology Perspective to Provide a Brief Analysis of Ritual Education within the Concept of Integration of the Primary, secondary and tertiary levels

ANALYSIS OF THE ROLE AND CHALLENGES OF PARENTS IN EDUCATING CHILDREN POST-PANDEMIC COVID-19

The aim of this research is to analyze the role and challenges of parents in educating children after the Covid-19 pandemic. The research method used by researchers is through qualitative methods, researchers analyze the role of parents in educating children based on a developmental psychology perspective. The research results show that authoritative parenting tends to be more effective in preventing children's bad habits in playing with gadgets by encouraging children to always be active in positive activities, in this case parents act as managers and initiators for children. The challenges faced by parents in the child's education process are that the child's volitional and emotional functions are not yet fully functioning properly, so parents are required to be more patient and provide gentle treatment towards children.

Parental Contribution to Early Childhood Development in the Digital Era

The role of parents in early childhood development is a crucial factor in the process of child growth and development. In the context of limited face-to-face learning, this research will discuss the extent of parents' responsibilities in accompanying children to learn, as well as the urgency of parents' role in children's development from a developmental psychology perspective. The research method used is qualitative with analysis referring to trusted literature such as journals, books and other references. The research results show that parental responsibility and the strategies implemented by them are the main keys in dealing with psychological aspects of child development. Parental involvement during the learning period has a significant impact on child development. The factors that influence it involve internal and external elements in the child's environment.

The Significance of Hope in Spiritual Development. A Psychological and Theological Perspective

"Hope, as one of the theological virtues, is an important area of human spiritual development. However, like the other virtues, it is necessary to shape it along with the development and growth of spiritual life. The article will discuss threads of hope from the theological perspective and spirituality, both from the point of view of Catholic theology but also from the point of view of human psychological development. Hope will be analyzed from a theological, moral and biblical perspective, and its meaning, importance and universality will be indicated. Then, the process of shaping human spirituality will be described: its importance from a theological perspective, and the individual stages of spiritual development will be presented from the perspective of developmental psychology and the psychology of religion. The last part will present contemporary research on the relationship between hope and human spirituality as well as perspectives on further research directions. Keywords: Hope, spiritual development, spirituality"

An Applied Study of Mental Health Interventions from a Developmental Psychology Perspective

Research on psychological intervention applications for mental health is one of the important directions in the development of psychology. With increasing societal pressures and the growing prominence of mental health issues, there is an increasing demand for effective strategies for psychological interventions. The aim of psychological intervention application research within the perspective of developmental psychology is to help individuals overcome psychological distress, improve their mental health, enhance their resilience to stress, and elevate their sense of well-being and life quality. With the rapid development of modern society, people are facing increasingly complex life stresses and challenges. Mental health issues such as anxiety, depression, stress, and interpersonal problems are on the rise and have become significant factors affecting individuals' physical and mental well-being. In this context, the importance of research on psychological intervention applications for mental health is becoming increasingly prominent. Such research, grounded in developmental psychology, holds great significance for both individuals and society. It not only helps address mental health problems and enhance individuals' quality of life but also reduces social costs and promotes social harmony and stability.

The Influence of Internet on Adolescent Psychological Development from the Perspective of Developmental Psychology

With the rapid development of science and technology, the Internet has gradually become a channel for teenagers to interact with the outside world. Therefore, from the perspective of developmental psychology, this study combines Kohlbergs moral theory and Eriksons development theory to analyze the influence of the Internet on adolescents. In addition, this study provides strategies for teachers and parents to strengthen the positive effects of the Internet and reduce the negative effects of the Internet. The result shows that it can bring some benefits to adolescents, such as helping adolescents to achieve self-identity and meeting the needs of communication and emotional expression. However, it can also have a negative influence on some teenagers. For example, harmful Internet information may make them set up the wrong values. In addition, cyberbullying, a new form of bullying derived from the Internet, can lead to depression problems in adolescents. Specifically, for positive effects, teachers can ask classmates to complete homework that requires using the Internet, and parents can teach children to use the Internet to a limited extent. For negative influences, teachers and parents should convey correct values to teenagers, communicate with teenagers on an equal footing, and help teenagers establish a growth mindset.

Divine and Human Providence: Philosophical, Psychological and Theological Approaches

Divine and Human Providence: Philosophical, Psychological and Theological Approaches

Autism and Religion.

The disease burden of autism spectrum disorder (ASD) is a definitive public health challenge. The quality of life of children with ASD depends on how the cultural environment fits their special needs, including religious and spiritual factors. Does ASD predict low religiosity, and if not, what is the significance for clinical care? To answer this question, we reviewed the literature on the cognitive models of ASD and religious beliefs. We found that the cognitive models of ASD and religious beliefs substantially overlap, which is particularly important from a developmental psychological perspective. These models include Theory of Mind and intentionality, the "broken mirror" hypothesis, central coherence, and the intense world theory. We dispute the assumption that individuals with ASD are inherently less religious and spiritual than the neurotypical population. Religiosity is possibly expressed differently in ASD with unique spiritual experiences and beliefs ("gifted, visionary, and truth-seeker"). In some circumstances, a religious background can be helpful for both children with ASD and their caregivers. These circumstances should not be neglected, and clinicians are encouraged to consider patients' religious context, resources, and needs.

Penilaian dan Pengukuran Hasil Belajar Mengajar Perspektif Psikologi Perkembangan

This article discusses the importance of evaluating and measuring teaching and learning outcomes from a developmental psychology perspective. Developmental psychology plays an important role in understanding how people learn and develop over time and in identifying the factors that influence learning outcomes. This article discusses several developmental psychology theories that are important for the evaluation and measurement of learning outcomes, the methods used in the evaluation and measurement, as well as challenges and solutions for the evaluation and measurement of learning outcomes. Hopefully, this article can provide new knowledge for teachers and researchers about how to optimize the teaching and learning process and improve student learning outcomes. Evaluation is a process or activity that provides information about the quality, quantity, and meaning of an observed phenomenon or event. Thorndike defines measurement as the process of generating quantitative information about the nature or characteristics of an object, event, or individual through measurement. According to Thorndike, measurement is the process of producing objective quantitative information about the trait or characteristic being measured. According to Gronlund (2006), teaching and learning outcomes are students' abilities to apply knowledge, skills, and attitudes learned in real-life situations. According to Mulyasa (2013), teaching and learning outcomes are the attainment of learning objectives as measured by students' knowledge, skills, and attitudes. According to Papalia and Feldman (2011), developmental psychology studies the changes that occur in humans during their life span, from childhood to old age.

Absorptive capacity, complexity and regional renewal: a developmental psychology perspective

ABSTRACT Regional renewal calls for system-level agency. However, at a micro-level, such agency calls for actors to confront paradoxical choices in development. Paradox, though, is a form of cognitive complexity that can trigger fight, flight, freeze or embrace responses. Based on developmental psychology, we outline when and why actors may or may not have the absorptive capacity for the paradoxical complexity involved in system-level agency. Focusing specifically on the absorptive capacity for complexity, developmental psychology thus complements agentic, behavioural explanations of renewal by exposing the cognitive factors which may impede system-level agency.

Contributors to Antisocial Behavior in Adolescence from the Perspective of Developmental Psychology: A Case Study on a School Mass Shooting

As the number of school shooting cases has witnessed a rapid growth in the past several years, there is an increasing concern about the massively growing juvenile crime rate. Some researchers have found that juvenile offenders have misfits, problems in dealing with interpersonal relationships, and resentment toward society and others, and an increasing number of adolescents have engaged in juvenile crimes such as mass school shooting, jeopardizing the social stability and leaving severe trauma on those who are involved in such incidents. The current study conducted a case study on a school shooting in a U.S high school with an aim to determine the causes of such incidents that happen repeatedly in society in recent years. It is found that the adverse family environment, represented by High-Intensity Parental Dispute (HIPD), parent’s negligence and insure child-parent attachment, is the main cause that contributes to juvenile offenders’ lack of empathy and concern for others, leading to aggression and antisocial behaviors. Based on the results of the study, suggestions have been proposed to prevent the formation of antisocial behavior from the perspective of developmental psychology and reduce the juvenile delinquency rate from four aspects: parental, clinical, school, and judicial.

The Impact of Dance on Health From the Perspective of Developmental Psychology

Dance, as a non-drug intervention means, has a positive effect on health. From the perspective of developmental psychology, the definition of health has different tendencies at different age. For example, in teenagers, emotional health is worthy of attention. Besides emotional health, cognitive health is also a major concern for the older adults. By introducing dance therapy, this paper sorts out and summarize the influence of dance therapy on teenagers' emotion, as well as the influence on emotion and cognition of the older adults. This study supports the positive influence and role of dance therapy in alleviating negative emotions in the two groups and improving cognitive function in the older adults group, which is of great significance for improving people's happiness index in the future.

Sosial Emosional Anak Usia 0-6 Tahun dan Stimulasinya Menurut Teori Perkembangan

The purpose of this study was to describe the stages of social emotional development of children aged up to six years old and their stimulation from a developmental psychology perspective. The research design used is qualitative with a choice of literature study methods. Socio-emotional development is one aspect of development that is very important for every child because it is one of the determinants of his success in the future. In understanding the socio-emotional development of children aged 0-6 years, it can be seen by children from infancy and will develop rapidly when they are toddlers. Parents are responsible for educating and nurturing their children so that they become good people in their adult years. Thus, to form a good personality, preschool children need parenting in accordance with the child's characteristics, so that in educating their children they will get good social and emotional development. So that if children get the right stimulation from their immediate environment (family), especially parents, the child's social emotional development will be able to develop optimally. However, if the child does not get the stimulation that the child should get from an early age, then it will become an obstacle to the child's development.

The Integration of Psychology and Linguistics from the Perspective of Cognitive Science—The Example of the Psychological Reality of Language

In the traditional debate centered on the nature of language, the question of “the psychological reality of language” occupies a pivotal position. The key lies in the recognition of language (competence) as a natural entity that exists in the brain in some physical way. The empirical research perspectives supporting the psychological reality of language fall into four main categories: (a) linguistic perspectives based on introspective linguistic intuitions; (b) developmental psychology perspectives; (c) psycholinguistic perspectives; (d) neurolinguistic perspectives. In analyzing the four areas of research, it is clear that psychological realism does indeed reveal the physiological basis of language ability, but it does not fully explain how “reality” is expressed, i.e., at what level the operation and representation of language can be linked to human neurobiological mechanisms, and how the psychological reality of language is related to the semantic “material” reality of language. In essence, the ontological foundation of psychological realism is the logocentric tradition of “In the beginning was the Word,” while Chinese thought, which espouses “In the beginning was the Deed,” provides a transcendental framework for solving the dilemma of psychological realism by virtue of its self-cultivation theory of “heaven, in its motion, shows strength.” The focus is not on how language precisely maps reality, but how to mobilize the energy of language through the cultivation of the body and mind. This implies that human language and even its physiological basis develop according to how one learns to change the natural world, and that the most essential basis of language is the change in the world caused by its “doing” (self-cultivation), thus providing an adequate explanation for the problem of the psychological reality of language.

The line of vulnerability in a recovery assemblage.

From a developmental-psychological perspective, young people's recovery from drug misuse requires building up internal resilience and mobilising external resources to develop and maintain a shield of invulnerability. Vulnerability, in this context, is typically understood in terms of the material, social and/or affective conditions of drug use. These conditions are often targeted in prevention and intervention efforts, while also featuring in the emergence of recovery-oriented policy and treatment agendas internationally. In these ways, drug treatment programs implicitly impose vulnerability as a pre-condition to justify intervention and control, just as vulnerabilities are reproduced through the physical and social isolation that individuals experience in treatment. In this article we challenge normative understandings of recovery that regard vulnerability as an inherent condition of 'risk' and 'relapse' for those 'in recovery'. The article bridges interdisciplinary research to offer an analysis grounded in Deleuzian ideas for understanding vulnerability - an area for which his philosophy has been largely overlooked. As the case of recovery unravels, we analyse vulnerability in recovery as affirmative; as an ongoing transformative force of becoming-well.

Analysis of the Textbook "Aku Cinta Bahasa Arab" for Grade 1 Elementary School in the Perspective of Cognitive Developmental Psychology

This study aims to determine the feasibility of the textbook "Aku Cinta Bahasa Arab" for grade 1 elementary school published by Tiga Serangkai in terms of the psychology of children's cognitive development. This research is library research with content analysis method. The data collection technique in this research is documentation. Sources of data used in this study are books, journals, documents, articles, and other scientific works relevant to the study's object of study. The main topics of this research are theories related to textbook assessment and cognitive development of elementary-age children. The data collection technique in this research is documentation. Furthermore, to process and analyze the data, the author uses the method of content analysis, which is an analysis of the content that focuses on interpretation in terms of assessing the feasibility of textbooks and reviewing theories of cognitive development for elementary-age children. The results of this study indicate that there is a suitability of the assessment of texts with children's cognitive development. However, there are still errors both in terms of technique and substance of the book. Various improvements are needed to be used as learning materials in accordance with the cognitive development of children in the grade 1 elementary school.
 Keywords: Textbooks, Aku Cinta Bahasa Arab, Content Analysis, Cognitive Development.
 
 Abstrak
 Penelitian ini bertujuan untuk mengetahui kelayakan buku teks “Aku Cinta Bahasa Arab” untuk Kelas I Madrasah Ibtidaiah yang diterbitkan oleh Tiga Serangkai ditinjau dengan psikologi perkembangan kognitif anak. Penelitian ini merupakan penelitian pustaka (library research) dengan metode analisis konten. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Sumber data yang digunakan dalam penelitian ini yaitu buku, jurnal, dokumen, artikel, dan karya ilmiah lainnya yang relevan dengan objek kajian pada penelitian ini. Pokok bahasan dalam penelitian ini yaitu teori-teori yang berkaitan dengan penilaian buku teks dan perkembangan kognitif anak usia dasar. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Selanjutnya, untuk mengolah dan menganalisis data, penulis menggunakan metode content analysis, yaitu analisis terhadap kandungan isi yang berfokus pada interpretasi dari segi penilaian kelayakan buku teks dan ditinjau teori-teori perkembangan kognitif anak usia dasar. Hasil penelitian ini menunjukkan bahwa terdapat kesesuaian penilaian buku teks dengan perkembangan kognitif anak, namun masih terdapat kesalahan baik dari sisi teknik maupun substansi buku, dan diperlukan berbagai upaya perbaikan supaya dapat dijadikan bahan belajar yang sesuai dengan perkembangan kognitif anak pada usia kelas satu sekolah dasar.
 Kata Kunci: Buku Teks, Aku Cinta Bahasa Arab, Analisis Konten, Perkembangan Kognitif

Psychological dimensions of learning in the youth stage

This synthesis is based on a sample of the available literature. The study involved an advanced search in electronic databases, selecting all related research that addressed the psychological aspects of learning at a young age from the perspective of developmental psychology. Of the 60 articles that met the criteria, only 35 were eventually included in the study. This review of the available literature has shown that practical, hands-on learning prevails among young people. Being linked to the real requirements of their future field of work, independent learning being more elaborate than institutionalized learning. Another distinctive feature of young people is that it learning becomes strongly selective, conscious and voluntary - they decide themselves why and how they will learn. The level of organization and the quality of learning are higher among young people with a long-term education and a profession that requires intellectual competence

Call for Papers: “COVID-19 and Coping With Future Crises: Perspectives of Educational and Developmental Psychology”

Call for Papers: “COVID-19 and Coping With Future Crises: Perspectives of Educational and Developmental Psychology”

What do adolescents and young adults strive for in sport and exercise? An explorative study on goal profiles in sport and exercise

ABSTRACT In sport and exercise promotion, it is important to consider goals because achieving these goals leads to a sense of well-being and behaviour adherence. Individuals often pursue multiple goals simultaneously. Therefore, it is also important to not only consider each individual’s combination of goals but also to identify so-called “goal profiles”. Taking a developmental-psychological perspective, the goal profiles of adolescents may differ from those of young adults. Furthermore, goal profiles might differ concerning the self-determined motivation, sport and exercise behaviour, and gender. Therefore, both age groups, 966 adolescents and 636 young adults, were questioned by self-report on their goals in sport and exercise, self-determined motivation, sport and exercise behaviour, and gender. A multiple-group-analysis for latent-profile-solutions was conducted resulting in six goal profiles for both age groups. As expected, the shape of these profiles differed qualitatively for the majority of adolescents and young adults: In adolescents, goals such as contact and the perception of challenge were more prominent, whereas in young adults, health, figure/appearance, and distraction/catharsis were dominant. Validation analyses support the profiles identified as they differ in self-determined motivation, sport and exercise behaviour, and gender. To more efficiently tailor interventions, an age-specific focus on goal profiles seems promising.