Developmental Psychology

Child development is the biological, psychological and emotional changes that occur in individuals between birth and the end of adolescence. (Wiki) Child development is inevitably altered when obstacles such as mental instability and abandonment arise, ultimately affecting children going into adulthood.

There are three main theories of development that I shall discuss in this assignment, 'Cognitive', the main theorist being, 'Piaget', (1896 - 1980), The, 'Psychosocial Theory', 'Erikson', (1902 - 1994), and, The 'Psychosexual', of, 'Freud', (1856 - 1939).

Psychology is diverse, and there are many diverse specialty areas available to individuals seeking a career in the field of psychology. Most Psychologists choose to specialize in subfields that focus on specific subjects. Obtaining a profession in any of the specialty areas would require graduate study in that area of interest. Some professionals have a broad general knowledge, are skilled in several areas, and work with a range of clients. Some are specialist in treating a specific type of psychological disorder, or work with a specific age group. For those interested in specializing in a psychology career, developmental Psychology is one of the many fields available.

For any measure to be valuable in psychological research, it needs to be both valid and reliable (Goodwin, 2008: 128). Research is reliable when more researchers have found the same results, or, within for instance behavioural research, when the same behaviour occurs at several measurements (Goodwin, 2008: 124). There are different types of validity. Firstly, there is construct validity, which measures whether an operationalisation of a construct actually measures what it is supposed to measure. Secondly, criterion validity determines whether a certain phenomenon is related to another phenomenon, and can accurately determine future developments. Lastly, content validity determines whether a test measures all aspects of the construct that is being measured (Goodwin, 2008: 125-126).

Validity refers to that measuring tool or approaches can accurately measure things needed to be measured. It can be considered as an extent that measured results reflect investigative contents. Measured results more tend to be identical, validity will be higher, vice versa. Guba and Lincoln (1981) argued that whole social research must include invalidity in order to acquire worthwhile data within both the rationalistic paradigm (quantitative research) and naturalistic paradigm (qualitative research). Some factors can determine the level of validity, which include bias, construct

In order to understand internal validity is the recognition that when it is associated with experimental research it refers both to how well the study was run and how confidently one can conclude that solely the independent variable and not extraneous ones produced the change in the dependent variable.

Validity in research “establishes whether the results obtained meet the requirements of the scientific research method” (Shuttleworth, 2014). This research has validity because the surveys are not mandatory, and selection of each sample is through random selection using systemic sampling. Reliability in research means any "significant results are inherently repeatable" (Shuttleworth, 2014). Additionally, other researchers must be able to perform the same experiment under similar condition and achieve the same results. This research method is simple and given a random number generator; it is easily repeatable.

In addition to external validity, this question on the exam also spoke to internal validity. Just to recap, internal validity, one of the main criterion for experiments, is referred to over and over again as the notion in which assuring that the relationship between two variables cannot be explained by anything other than the identified manipulated and measured variable (Morling, 2012). Internal validity can also be described in the terms of having a third variable, another plausible explanation, that influences the relationship between the initial two variables. In the question, the researcher examined her study again because of a third variable that could have potentially affected the original results of her study. That third variable

When you hear Child Development you think of Children and the way they’re raised. When in reality Child Development is way more than that. Child Development is the biological, physical, and emotional changes that occur between birth and the end of adolescence. Child development is a continuous movement with the child. Early Childhood programs promote child development in their curriculums which is based off of the child care center’s education philosophy.

Polit and Beck (2012) define validity as “a quality criterion referring to the degree to which inferences made in a study are accurate and well-founded; in measurement, the degree to which an instrument measures what it is intended to measure” (p. 745).

In this study the following measures have been used to reduce the threat to internal validity. Table 4.2 presents the ways in which these threats have been addressed in this study.

Developmental Psychology has widened my perspective and knowledge of the nature of development from humans’ infancy to adolescence and emerging adulthood. Although I have learned about biological, cognitive, and socioemotional processes and periods of development, I am especially interested in socioemotional development in infancy because it is the foundation for a child’s future development. That is to say, if children have a healthy socioemotional development from infancy, they will have a healthy life later on. By understanding the developmental process in infancy, I will be fully prepared when I have children or when my family’s members do.

Child development is a process where every child goes through during their life time. This process

Reliability is defined, within psychometric testing, as the stability of a research study or measure(s). Reliability can be examined externally, Inter-rater and Test-Retest, as well as internally; which is seen in internal consistency reliability methods.

Internal validity is how well or to what degree in which your results likely to the independent variable and not of another explanation. You will use this to test your hypothesis. While external validity is the degree to which your results of the case can be concluded. Internal validity is important to show the cause and effect relationship. It shows if the conclusion is outstanding or lacking. If the study shows a higher degree of internal validity we know that a