Module Lectures2.html
Tabula Rasa: The Blank Slate?
In the early stages of the field of developmental psychology, there was the concept of the tabula rasa or blank slate. This concept proffered that each individual arrived at birth as a blank slate, and development began from that point. However, as medical and psychological research has evolved, particularly in the area of hereditary and genetics, it has become clear that development begins long before birth. Each individual’s social, emotional, physical, and cognitive potential begins to form at conception, and those potentials may be determined prior to conception by the genetic instructions carried by each parent. Acknowledging the power of hereditary and genetic fields sets a foundation for examining typical and atypical development prior to birth. Genetic testing and counseling are examples of how we have begun to try to account for such development, and even make decisions regarding it, prior to conception and during pregnancy.
Upon conception, the stage of prenatal development provides for the most dynamic period of physical growth in the life of an individual. In addition, this provides a period of sensitivity and vulnerability that can impact every domain of development for an entire lifetime. Genetic vulnerabilities can be expressed and detected during prenatal development, and exposure to various teratogens can skew development. Research has demonstrated that exposure to bacteria, illicit substances, and even medicines and dietary supplements can present risks to healthy development.
Module Three moves us from the biological concentration that dominates the prenatal phase to the infant phase. While we have moved far beyond the concept of the tabula rasa, it is clear that social and environmental influences take on a prominent role in development. The holistic approach may appear to represent common sense to many observers examining the field, but it is clear that research is leading us to reassess the core conflicts in favor of a more inclusive view. We must consider that the dichotomies of the core conflicts may actually represent continuums, and we must acknowledge the power of biological, environmental, and social influences upon development. The field must continue to use the core conflicts as orientation to how we examine individual development, but it must be clear that theoretically the holistic approach is the future of developmental psychology.
Module Three presents an opportunity to begin to examine the dramatic impact that social and environmental influences begin to play from the earliest experiences of life outside of the womb. Humans are uniquely prepared through reflexes and senses to begin life, but the social needs extend far beyond a developmental influence. Human infants literally require social and emotional contact in order to survive. This will become highly apparent through an examination of sudden infant death syndrome (SIDS) and the cultural practices of co- sleeping in the early stages of child-rearing. In addition, the first milestone of student’s final projects will ask students to identify an issue that is prominent in the field of developmental psychology for children and adolescents. It is not necessary to focus on atypical development, and students are encouraged to consider the promotion of healthy development. Finally, Module Three prepares students to begin their exploration of the classic and contemporary theories of cognitive development. Cognitive development is among the most prominent areas of study in developmental psychology due to the fact that from the time of birth sensory and social influences begin to have a dramatic impact on the tabula rasa.
