Child psychology examines how children develop, how theories explain change, and how psychologists investigate childhood in real settings. This introductory OpenLearn course uses written sections, activities and audiovisual material to connect broad developmental questions with the work of child psychologists.
It is suitable for a first exploration of the subject. You do not need prior psychology training, but you should approach the material as an academic introduction rather than a guide for diagnosing or treating a child.
Four questions that organise the course
| Course section | Central question | Study task |
|---|---|---|
| What is child psychology? | What does the discipline study? | Define its scope in your own words |
| Theories of development | How do Piaget and Vygotsky explain change? | Compare internal and social influences |
| Questions about development | How do context and children’s actions matter? | Apply both ideas to one example |
| Applied settings | Where do child psychologists work? | Distinguish research from practice |
The structure moves from definition to explanation, then to enquiry and application. Keep these stages separate in your notes so that a theory is not mistaken for a fact or a professional recommendation.
Comparing Piaget and Vygotsky
The theory section introduces two different emphases. Piaget is used to consider development as an internally organised process, while Vygotsky highlights environmental, social and cultural participation.
Create a comparison with three headings:
- source of developmental change;
- role of the child;
- role of other people and culture.
Then choose an everyday learning situation, such as solving a puzzle or learning a new word. Write how each perspective might direct your attention to a different part of the same event. The aim is not to declare an instant winner, but to see what each framework helps you notice.
Asking better questions about children
The next section explores socio-cultural context and the ways children contribute to their own development. Replace broad claims such as “children learn by imitation” with questions that can be investigated: Who is present? What resources are available? How does the child respond? What changes across attempts?
This approach encourages careful observation without assigning a label. If you use a personal example, remove identifying information and avoid drawing clinical conclusions from a single behaviour.
Understanding applied settings
Child psychologists may work across educational, clinical, research or other professional contexts. The course introduces this range so that you can distinguish questions about learning and development from assessment or intervention.
When reading an applied example, record:
- the question being addressed;
- the evidence or method used;
- the people involved;
- the limits of the conclusion.
This four-part note prevents you from summarising a case only by its outcome.
A focused route through the material
Study one main section at a time and complete its activity before moving on. At the end, write a one-page response to the question “What influences children’s development?” Use at least two perspectives from the course and one applied setting.
Review your answer for distinctions between description, theoretical explanation and professional judgement. The course provides a foundation for further study, not a professional qualification, and its strongest use is learning how to frame development as a question that requires context and evidence.