Child development-theorists

CHILD DEVELOPMENTAL THEORIES BY DIFFERENT THEORISTS

1. Child
Development
Theories
Sanjana mistry P B B.s.c N student

2. Research has shown that early childhood may be the most
important life stage for brain development.
A baby’s brain is about one quarter the size of an adults’.
Scientists have found that babies’ brains develop in response
to stimulation.
Arouses senses such as sight, sound, touch, taste, and
smell.
Babies who are stimulated develop more quickly and have a
more secure self-image.

3. What is a theory?
A theory should allow us to
predict and explain human
behavior
•It should be stated in such a way
that it can be shown to be false
•It must be open to scientific
investigation

4. Although researches don’t always agree,
scientific researchers have agreed upon the
five following general rules.
Development is similar for each individual
Development builds upon earlier learning.
Development proceeds at an individual rate.
The different areas of development are interrelated.
Development is a lifelong process.

5. Psychoanalytic Theories:
Freud’s Psychosexual Theory
Personality has 3 parts
There are 5 stages of psychosexual
development
Oedipus complex allows child to identify
with same-sex parent
Fixation is an unresolved conflict during
a stage of development

6. Phallic
Stage
Child’s
pleasure
focuses on
genitals
Figure 2.1
Latency
Stage
Child
represses
sexual
interest
and develops
social and
intellectual
skills
Anal Stage
Child’s
pleasure
focuses on
anus
Genital
Stage
A time of
sexual
reawakening;
source of
sexual
pleasure
becomes
someone
outside of the
family
Oral Stage
Infant’s
pleasure
centers on
mouth
Freudian Stages
6 yrs to
puberty
Birth to
1½ yrs
1½ to 3
yrs
Puberty
onward
3 to 6
years

7. Erikson’s Psychosocial Theory:
There are 8 stages of psychosocial
development
Each has a unique developmental task
Developmental change occurs throughout
life span
Key points of psychoanalytic theories:
Early experiences and family relationships
are very important to development
Unconscious aspects of the mind are
considered
Personality is best seen as a
developmental process

8. Erikson’s StagesDevelopmental Period
Trust vs Mistrust Infancy (first year)
Autonomy vs shame &
doubt
Infancy (1 to 3 years)
Initiative vs guiltEarly childhood (3 to 5
years)
Industry vs inferiorityMiddle and late childhood
Identity vs identity
confusion
Adolescence (10 to 20 years)
Intimacy vs isolationEarly adulthood (20s, 30s)
Generativity vs
stagnation
Middle adulthood (40s, 50s)
Integrity vs despairLate adulthood (60s onward)
Figure 2.2
Erikson’s Eight Life-Span Stages

9. Cognitive theories:
Piaget’s cognitive developmental
theory
Stresses conscious mental processes
Cognitive processes are influenced by
biological maturation
Four stages of cognitive development
in children
Assimilation and accommodation
underlie
how children understand the world,
adapt
to it, and organize their experiences

10. Preoperational Stage:
The child begins to represent the world with words
and images. These words and images reflect
increased symbolic thinking and go beyond the
connection of sensory information and physical action.
Formal Operational Stage
The adolescent reasons in more abstract idealistic
and logical ways.
Sensorimotor Stage:
The infant constructs an understanding of the world
by coordinating sensory experiences with physical
actions: progressing from reflexive, instinctual action
at birth to the beginning of symbolic thought toward
end of the stage.
Concrete Operational Stage:
The child can now reason logically about concrete
events and classify objects into different sets.
Figure 2.3
11–15 years
of age
through
adulthood
Birth to 2
years of age
2 to 7 years
of age
7 to 11 years
of age
Piaget’s Four Stages of Cognitive Development

11. Vygotsky’s sociocultural cognitive
theory
Children actively construct their
knowledge
Social interaction and culture guide
cognitive development
Learning is based upon inventions of
society
Knowledge is created through
interactions with other people and
objects in the culture
Less skilled persons learn from the more
skilled
Information-processing theory
Compares computers to the human mind
Thinking is information processing

12. Information
is taken into
brain
Information
gets processed,
analyzed, and
stored until use
OUTPUTINPUT
Information is
used as basis of
behaviors and
interactions
Information-Processing Theory
math
historyreligion
geography
science
literature

13. Environment
Person
(cognitive)
Behavior
Bandura’s Social Cognitive Model
Figure 2.4

14. Bandura’s Modeling/Imitation
Child
observes
someone
admired
Child imitates
behavior
that seems
rewarded

15. Urie Bronfenbrenner’s ecological
theory:
Environmental factors influence
development
5 environmental systems affect life-
span development
Eclectic theoretical orientation:
Selects features from other theories
No one theory has all the answers
Each theory can make a contribution
to understanding life-span
development

16. Exosystem Mesosystems
Macrosystem
Family
School &
classroom
Religion
& groups
Peer
group
Chronosystem
School system
Political philosophy
N
a
tio
n
a
l c
u
sto
m
s
E
c
o
n
o
m
i
c

p
a
t
t
e
r
n
s
S
o
c
ia
l c
o
n
d
itio
n
s
C
u
l
t
u
r
a
l


v
a
l
u
e
s
C
o
m
m
u
n
ity

M
a
s
s

m
e
d
i
a
M
e
d
ic
a
l in
s
titu
tio
n
s
Figure 2.5
Bronfenbrenner’s
Ecological Theory
of Development

17. Other factors,
such as genetic
tendencies, poverty,
and sociohistorical
circumstances Children’s lack
of self-control
Permissive
parenting
Children’s lack
of self-control
Permissive
parenting
Permissive
parenting
Children’s lack
of self-control
and
causes
both
cause
causes
Observed correlation: as permissive parenting
increases, children’s self-control decreases
Figure 2.9
Possible Explanations for Correlational Data

18. Group 2
Time
playing
video
games:
6 hours
each day
More
aggressive
and
antisocial
More
playful
and
sociable
Time
playing
video
games:
2 hours
each day
Group 1

19. Heredity
Blood type, eye color, and hair color
Environment
Children also learn attitudes and beliefs from their
environments