Jean Piaget’s Cognitive Development Theory (1).pptx

Jean Piaget's developmental theory.

1. Jean Piaget’s Cognitive Development Theory

2. Jean Piaget Jean Piaget (1896-1980) was one of the 20 th century’s most influential researchers in the area of developmental psychology. He was originally trained in the areas of biology and philosophy and considered himself ”Genetic epistemologist”. Piaget wanted to know how children learned through their development in the study of knowledge. He administered Binet’s IQ Test in Paris and observed that children’s answers were qualitatively different.

3. WHAT IS COGNITION? The term “Cognition” came from the Latin word “ Cognescere ” which means “to know” or “to recognize” or “conceptualize”. Cognition is "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses."

4. What is cognitive development? Cognitive Development is the emergence of the ability to think and understand The acquisition of the ability to think, reason and problem solving. It is the process by which people's thinking changes across the life span. Piaget studied Cognitive Development by observing children in particular, to examine how their thought processes changed with age. It is the growing apprehension and adaptation to the physical and social environment

5. IMPORTANT IDEAS OF JEAN PIAGET SCHEMA – Piaget defined a  schema  as the mental representation of an associated set of perceptions, ideas, and/or actions. Piaget considered schemata to be the basic building blocks of thinking (Woolfolk, 1987). ASSIMILATION – is the adjustment of a schema by adding information similar to what is already known. ACCOMMODATION – is a term generally associated with the developmental theory of Jean Piaget. It refers to adaptation in which a child or adult develops new schema or modifies existing ones to accommodate new information different from what was already known.

6. The Sensori -Motor Stage (Birth to 2 years old) The infant knows the world through their movements and sensations Children learn about the world through basic actions such as sucking, grasping, looking, and listening. Realization of “Object permanence”.

7. The Preoperational Stage (Ages 2-7 years old) Children begin to think symbolically and learn to use words and pictures to represent objects Egocentric Does pretend play (Imaginary friend) Object representation (how do they see people around them) The birth of primitive reasoning

8. The Concrete Operational Stage (Ages: 7 to 11 years) Children begin to understand the concept of conservation. Their thinking becomes more logical and organized, but still very concrete. Learns to classify things Develops inductive reasoning or bottom-up reasoning. Starting to see the point of view of others. (less egocentric)

9. THE FORMAL OPERATIONAL STAGE ( Ages: 12 and up) the adolescent or young adult begins to think abstractly and reason about hypothetical problems Begin to use deductive logic , or reasoning from a general principle to specific information Develops their own sense of identity Starting to take up social/moral issues

10. KOHLBERG'S STAGES OF MORAL DEVELOPMENT A Psychological Look at the Importance of Morality

11. LAWRENCE KOHLBERG (October 25, 1927 – January 19, 1987) Was a Jewish America n psychologist born in Bronxville, New York , who served as a professor at the University of Chicago , as well as Harvard University . Having specialized in research on moral education and reasoning, he is best known for his theory of stages of moral development . A close follower of Jean Piaget 's theory of cognitive development , Kohlberg's work reflected and extended his predecessor's ideas, at the same time creating a new field within psychology: "moral development". Kohlberg was one of the most eminent psychologists of the 20th century.

12. THE STAGES In a 1958 dissertation, Kohlberg wrote what are now known as Kohlberg's stages of moral development . These stages explain the development of moral reasoning . Created while studying psychology at the University of Chicago, the theory was inspired by the work of Jean Piaget and a fascination with children's reactions to moral dilemmas Kohlberg’s theory holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages - each more adequate at responding to moral dilemmas than the last

13. Level 1 (Pre-Conventional) People at this level judge the morality of an action by its direct consequences. solely concerned with the self in an egocentric manner. Person has not yet adopted or internalized society's conventions regarding what is right or wrong, but instead focuses largely on external consequences that certain actions may bring 1. Punishment avoidance and Obedience orientation ( How can I avoid punishment? ) 2. Exchange of Favors: Self-interest orientation ( What's in it for me? ) ( Paying for a benefit )

14. Level 2 (Conventional) typical of adolescents and adults. Those who reason in a conventional way judge the morality of actions by comparing them to society's views and expectations. At this level an individual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid, however. 3. Good Boy/Good girl: Interpersonal accord and conformity ( Social norms ) ( The good boy/good girl attitude ) 4. Law & Order: Authority and social-order maintaining orientation ( Law and order morality )

15. Level 3 (Post-Conventional) There is a growing realization that individuals are separate entities from society, and that the individual’s own perspective may take precedence over society’s view; they may disobey rules inconsistent with their own principles. These people live by their own abstract principles about right and wrong—principles that typically include such basic human rights as life, liberty, and justice. Because of this level’s “nature of self before others”, the behavior of post-conventional individuals, especially those at stage six, can be confused with that of those at the pre-conventional level. 5. Social contract orientation 6. Universal ethical principles ( Principled conscience )

16. Moral Scenarios Kohlberg studied moral reasoning by presenting subjects with moral dilemmas . He would then categorize and classify the reasoning used in the responses, into one of six distinct stages, grouped into three levels: pre-conventional, conventional and post-conventional. Each level contains two stages.

17. HEINZ DILEMMA A woman was on her deathbed. There was one drug that the doctors said would save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I'm going to make money from it.” So Heinz got desperate and broke into the man's laboratory to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

18. LEVEL STAGE DEFINITION RESPONSE TO HEINZ DILEMMA PRECONVENTIONAL 1. AVODING PUNISHMENT Moral reasoning is based on direct consequences. Heinz should not steal the drug because stealing is illegal, and he could be punished. 2. SELF-INTEREST Actions are seen in terms of rewards rather than moral value. Heinz should not steal the drug because stealing is illegal, and he could be punished. CONVENTIONAL 3. Good boy attitude Good behavior is about living up to social expectations and roles. Heinz should steal the drug because, as a good husband, he is expected to do whatever he can to save his wife. 4. Law & Order Morality Moral reasoning considers societal laws. Heinz should not steal the drug because he must uphold the law and maintain societal order. POST CONVENTIONAL 5. Social Contract Rules are seen as social agreements that can be changed when necessary. Heinz should steal the drug because preserving human life is a more fundamental value than property rights. 6. Universal Principles Moral reasoning is based on universal ethical principles and justice. Heinz should consider non-violent civil disobedience or negotiation with the pharmacist. The decision reflects a conflict between property rights and the sanctity of human life.

19. UNDERSTANDING VYGOTSKY'S SOCIOCULTURAL THEORY Vygotsky's sociocultural theory emphasizes the role of culture and social interactions in cognitive development and is widely applied in education. Let's explore this theory in depth.

20. Background Lev Vygotsky was a Russian psychologist born in 1896. He developed several theories about human development. Influences Vygotsky was greatly influenced by Marxist and socialist ideas, which he incorporated into his theories. Contributions He is best known for developing the sociocultural theory of cognitive development, which has had a profound impact on education. WHO WAS LEV VYGOTSKY? Lev Vygotsky died of tuberculosis at the age of 37.

21. SOCIOCULTURAL THEORY Vygotsky’s Theory of Social Development argues that community and language play a central part in learning. While Jean Piaget concluded that children’s cognitive development happens in stages, Vygotsky rejected his ideas and believed that children develop independently of specific stages as the result of social interactions. SOCIOCULTURAL THEORY ELEMENTARY FUNCTIONS Attention Sensation Perception Memory It is our social and cultural environment that allows us to use these elementary skills to develop and finally gain 'higher mental functions.'

22. 1 The Zone of Proximal Development (ZPD) According to Vygotsky, the Zone of Proximal Development is the level of difficulty at which an individual can learn with the help of a more knowledgeable other. 2 Scaffolding Scaffolding involves tailoring instruction to an individual's level of understanding to allow for optimal learning. SOCIOCULTURAL THEORY EXPLAINED 3 Cultural Tools Cultural tools such as language, symbols, and artifacts are crucial for encouraging learning and cognitive development.

23. Social Interaction Vygotsky believed that learning takes place through social interaction and that individuals learn best when they work together on joint tasks. Vygotsky believed that learning and cognitive development are shaped by cultural contexts, and that different cultures have different ways of thinking and learning. Vygotsky emphasized the importance of instruction in cognitive development, and believed that optimal learning occurs when instruction is tailored to the individual's level of understanding. KEY COMPONENTS OF THE THEORY

24. 1 Learning through Culture Vygotsky believed that cultural tools and practices are crucial to cognitive development, and that individuals learn best when they are immersed in their cultural context. 2 The Role of Language Language is a critical tool for learning and communication, and is central to Vygotsky's theory of cognitive development. (Internal and external) 3 Social Interaction and Development Vygotsky emphasized the role of social interaction in cognitive development, and believed that individuals learn best when they work together on joint tasks. THE ROLE OF CULTURE AND SOCIAL INTERACTIONS IN DEVELOPMENT

25. Collaboration Vygotsky's theory emphasizes the importance of collaboration and social interactions in learning. Educators can foster collaboration by assigning group work and encouraging peer-to-peer teaching. Scaffolding and Instruction Instruction should be tailored to the individual's level of understanding and implemented in a way that fosters optimal learning. Educators can use scaffolding to help students structure their thinking and move toward higher levels of understanding. Empowerment According to Vygotsky, individuals learn best when they are empowered to take control of their learning. Educators can foster empowerment by giving students autonomy and the freedom to make choices in their learning. APPLICATIONS IN EDUCATION

26. PSYCHOSOCIAL THEORY OF DEVELOPMENT ERIK ERIKSON’S

27. ERIK ERIKSON ERIK ERIKSON BIOGRAPHY Born in Frankfurt, Germany in 1902 Son of Jewish mother and an unknown father As a child, he does not feel accepted by either Jewish or Gentile community Left home at 18 to live as itinerant artist, wandering Europe for 7 years. In Vienna, he was introduced to psychoanalysis by Anna Freud, who bcomes his analyst Graduated from Vienna Psychoanalytic Institute Lacking an academic degree, accepts research position at Harvard Medical school in 1933 Publishes Childhood and Society in 1950 Also taught at Yale, Berkeley, and several other institutions. Professor of Human Development at Harvard in 1960 Died in Cape Cod in 1994 One of the main elements of Erikson’s psychosocial stage theory is the development of Ego Identity. Conscious sense of self that we develop through social interaction What made this theory interesting?

28. THE EGO IN POST-FREUDIAN THEORY Erik Erikson defined the ego as a person’s ability to unify experiences and actions in an adaptive manner (Erikson, 1963). He was the one to coin the term “Identity Crisis”. His post-Freudian theory extended Freud’s infantile developmental stages into adolescence, adulthood, and old age. Erikson suggested that at each stage, a specific psychosocial struggle contributes to the formation of personality identity crisis —a turning point in one’s life that may either strengthen or weaken personality.

29. THE EGO IN POST-FREUDIAN THEORY Three Interrelated aspect of the Ego: Body Ego – refers to experiences with our body; a way of seeing our physical self as different from other people Ego Ideal – represents the image we have of ourselves in comparison with an established ideal; Ego Identity – is the image we have of ourselves in the variety of social roles we play. Description of Ego Psychology Society’s Influence Ego emerges from and is largely shaped by culture.

30. THE PSYCHOSOCIAL THEORY Comprehension of Erikson’s eight stages of psychosocial development requires an understanding of several basic points: Growth follows epigenetic principle Conflict produces Ego strength Too little strength at one stage results in core psychopathology at a later stage Stages are also biological in nature Earlier stages do not cause later personality development From adolescence on, personality development involves identity crisis STAGES OF PSYCHOSOCIAL DEVELOPMENT

31. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT The first psychosocial stage is infancy, a period encompassing approximately the first year of life and paralleling Freud’s oral phase of development. PSYCHOSOCIAL CRISIS: BASIC TRUST VS. BASIC MISTRUST Positive effect: feelings of inner goodness (Optimism) Negative effect: Sense of badness (Pessimism) BASIC STRENGTH: HOPE – develops when the care giver provides reliability, care, and affection. CORE PATHOLOGY: WITHDRAWAL – with little hope, they will retreat from the outside and consumed toward psychological disturbance. INFANCY (0-1 YEAR)

32. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT a period paralleling Freud’s anal stage and encompassing approximately the 2nd and 3rd years of life. PSYCHOSOCIAL CRISIS: AUTONOMY VS. SHAME AND DOUBT Positive effect: exercise of will, self-control, able in making choices Negative effect: Rigid, excessive conscience, doubtful, self-conscious, shame. BASIC STRENGTH: WILL – develops a sense of personal control over physical skills and a sense of independence . CORE PATHOLOGY: COMPULSION – Too little will and too much compulsivity carry forward into the play age as lack of purpose and into the school age as lack of confidence. EARLY CHILDHOOD (1-3 YEARS)

33. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT a period covering the same time as Freud’s phallic phase—roughly ages 3 to 5 years. PSYCHOSOCIAL CRISIS: INITIATIVE VS. GUILT Positive effect: pleasure in accomplishments, activity, and direction Negative effect: guilt over goals contemplated and achievements initiated BASIC STRENGTH: PURPOSE – begins asserting control and power over the environment. CORE PATHOLOGY: INHIBITION – chi ldren may become compulsively moralistic or overly inhibited . PLAY AGE (3-6 YEARS)

34. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT covers development from about age 6 to approximately age 12 or 13 and matches the latency years of Freud’s theory. PSYCHOSOCIAL CRISIS: INDUSTRY VS. INFERIORITY Positive effect: able to absorb in productive work, pride in product Negative effect: sense of inadequacy and inferiority, unable to complete work. BASIC STRENGTH: COMPETENCE – the confidence to use one’s physical and cognitive abilities to solve the problems that accompany school age . CORE PATHOLOGY: INERTIA – They may become preoccupied with infantile genital and Oedipal fantasies and spend most of their time in nonproductive play SCHOOL AGE (6-12 YEARS)

35. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT is one of the most crucial developmental stages because, by the end of this period, a person must gain a firm sense of ego identity . PSYCHOSOCIAL CRISIS: IDENTITY VS. ROLE CONFUSION Positive effect: ability to stay true to oneself; confidence of inner sameness and continuity, promise of career Negative effect: weak sense of self; unease in roles, not set of standards. Sense of artificiality. BASIC STRENGTH: FIDELITY – or faith in one’s ideology. CORE PATHOLOGY: ROLE REPUDIATION – blocks one’s ability to synthesize various self-images and values into a workable identity. ADOLESCENCE (12-19 YEARS)

36. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT After achieving a sense of identity during adolescence, people must acquire the ability to fuse that identity with the identity of another person while maintaining their sense of individuality. PSYCHOSOCIAL CRISIS: INTIMACY VS. ISOLATION Positive effect: mutuality, sharing of thought, work feelings Negative effect: avoidance of intimacy, superficial relations. BASIC STRENGTH: LOVE – Erikson (1968, 1982) defined love as mature devotion that overcomes basic differences between men and women CORE PATHOLOGY: EXCLUSITY – becomes pathological when it blocks one’s ability to cooperate, compete, or compromise YOUNG ADULTHOOD (20-25 YEARS)

37. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT The time when people begin to take their place in society and assume responsibility for whatever society produces PSYCHOSOCIAL CRISIS: GENERATIVITY VS. STAGNATION Positive effect: feelings of usefulness and accomplishment’ ability to lose oneself to work and relationship. Negative effect: shallow involvement in the world; lost of interest in work, impoverished relations. BASIC STRENGTH: CARE – “a widening commitment to take care of the persons, the products, and the ideas one has learned to care for ” CORE PATHOLOGY: REJECTIVITY – is the unwillingness to take care of certain persons or groups. ADULTHOOD (25-64 YEARS)

38. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT Erikson was in his early 40s when he first conceptualized this stage and arbitrarily defined it as the period from about age 60 to the end of life. PSYCHOSOCIAL CRISIS: INTEGRITY VS. DESPAIR Positive effect: sense of order and meaning, content with self and one’s accomplishments. Negative effect: fear of death, bitter about life, and what one got from it or what did not happen. BASIC STRENGTH: WISDOM – Erikson (1982) defined wisdom as “informed and detached concern with life itself in the face of death itself ” CORE PATHOLOGY: DISDAIN – defined as “a reaction to feeling (and seeing others) in an increasing state of being finished, confused, helpless.” Disdain is a continuation of rejectivity , the core pathology of adulthood. OLD AGE OR SENESCENCE (65 and death)

39. P SYCHODYNAMIC T HEORIES » Freud Psychoanalysis

40. PSYCHOANALYTIC THEORY

41. SIGMUND FREUD SIGMUND FREUD BIOGRAPHY Born in Freiberg Moravia ( now known as Czech Republic) in 1856 Spent most of his life (80 years) in Vienna, Austria Was the eldest son of eight Studied medicine, specializing in Psychiatry; interested in Science Studied Hysteria with Charcot & Breuer (1895) In 1900 wrote Interpretation of Dreams After 1900, he developed international circle of followers (Adler, Jung etc..) Was driven out of Austria by Nazis in 1938 Died in London in 1939 Cornerstones: Sex and Aggression Spread by a dedicated group Brilliant language (Goethe Prize in literature) What made this theory interesting?

42. LEVELS OF MENTAL LIFE Conscious Mind » mental life that is directly available, plays a minor role. Preconscious/Subconscious Mind » Not in conscious awareness but can be, if triggered. Unconscious » this is beyond our awareness » includes drives, urges, or instincts » Two sources of unconscious processes - repression - phylogenetic endowment

43. PROVINCES OF THE MIND ID » is the unconscious, chaotic, out of contact with reality. » also known as the ‘ Pleasure Principle’. » characterized by ‘ Primary process’ thinking (primitive, immediate gratification, magical, illogical) EGO » is the executive of personality , in contact with real world. » also known as the ‘ Reality Principle’. » characterized by ‘ secondary process’ thinking. (organized, reality-oriented) SUPEREGO » part of the mind that tells you the right and just thing to do. Serves as your Conscience. » serves as the ‘Moral/idealistic Principle’. » Ego-ideal

44. DYNAMICS OF PERSONALITY DRIVES » L ibido or Sex Drive » Thanatos or Aggression/ Death Instinct. » Eros or Self-preservation/ Life Instinct. ANXIETY » Neurotic Anxiety (fear of the unknown) » Moral Anxiety (fear represented by shame & guilt) » Realistic Anxiety (fear of an actual item. Real world) Ego is in constant battle with the Id and Superego weighing which among them should prevail. . Neurotic Anxiety: caused by id impulses that the ego can barely control. Moral Anxiety: comes from threats of punishment from the superego.

45. DEFENSE MECHANISMS A tool of the Ego to control the ever-fighting impulses between the Id and Superego. Without this, a person may suffer from Neurosis.

46. STAGES OF PSYCHOSEXUAL DEVELOPMENT One of Freud’s most important assumptions is that infants possess a sexual life and go through a period of pre-genital sexual development during the first 4 or 5 years after birth.

47. ECOLOGICAL THEORY URIE BRONFENBRENNER’S

48. URIE BRONFENBRENNER URIE BRONFENBRENNER BIOGRAPHY Bronfenbrenner was born in Moscow on April 29, 1917 to  Russian Jewish   parents, the  p athologist , Alexander Bronfenbrenner and Eugenie Kamenetski .  When he was six, his family moved to the United States, first to Pittsburgh, Pennsylvania, and then a year later to rural New York State. His father worked as a   neuropathologist   at a hospital for the developmentally disabled called   Letchworth Village , located in Rockland County, N.Y. American psychologist Urie Bronfenbrenner was critical of previous theories of child development. He argued that studies of children in unfamiliar laboratory environments with one other person, usually a stranger, were ecologically invalid (See Mary Ainsworth’s 1970 experiment of the ‘   Strange Situation ’). Bronfenbrenner’s ecological systems theory posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture). What made this theory interesting?

49. KEY TAKEAWAYS Bronfenbrenner’s ecological systems theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate family and school settings to broad cultural values, laws, and customs. To study a child’s development, we must look at the child and their immediate environment and the interaction of the larger environment. Bronfenbrenner divided the person’s environment into five different systems: the microsystem, the mesosystem, the exosystem , the macrosystem, and the chronosystem. The microsystem is the most influential level of the ecological systems theory. This is the most immediate environmental setting containing the developing child, such as family and school. Bronfenbrenner’s ecological systems theory has implications for educational practice.

50. ECOLOGICAL SYSTEMS THEORY Bronfenbrenner recognized multiple aspects of a developing child’s life interact with and affects the child. His work looked beyond individual development, taking into account wider influencing factors and the context (or ecology) of development. He proposed the ‘Ecological Systems Theory’ based on these dynamic interactions that the environments have on the developing child. THE FIVE ECOLOGICAL SYSTEMS Bronfenbrenner (1977) suggested that the child’s environment is a nested arrangement of structures, each contained within the next. He organized them in order of how much of an impact they have on a child. He named these structures the microsystem, mesosystem, exosystem , macrosystem and the chronosystem . Because the five systems are interrelated, the influence of one system on a child’s development depends on its relationship with the others.

51. THE MICROSYSTEMS The microsystem is the first level of Bronfenbrenner’s theory and are the things that have direct contact with the child in their immediate environment, such as parents, siblings, teachers, and school peers. Relationships in a microsystem are bi-directional, meaning other people can influence the child in their environment and change other people’s beliefs and actions. Furthermore, the child’s reactions to individuals in their microsystem can influence how they treat them in return. The interactions within microsystems are often very personal and are crucial for fostering and supporting the child’s development. If a child has a strong nurturing relationship with their parents, this is said to positively affect the child. Whereas distant and unaffectionate parents may hurt the child.

52. THE MESOSYSTEMS The mesosystem encompasses the interactions between the child’s microsystems, such as the interactions between the child’s parents and teachers or between school peers and siblings. The mesosystem is where a person’s individual microsystems do not function independently, but are interconnected and assert influence upon one another. For instance, if a child’s parents communicate with the child’s teachers, this interaction may influence the child’s development. Essentially, a mesosystem is a system of microsystems. According to the ecological systems theory, if the child’s parents and teachers get along and have a good relationship, this should have positive effects on the child’s development, compared to negative effects on development if the teachers and parents do not get along.

53. THE EXOSYSTEMS The exosystem is a component of the ecological systems theory developed by Urie Bronfenbrenner in the 1970s. It incorporates other formal and informal social structures, which do not themselves contain the child but indirectly influence them as these social structures affect one of the microsystems. Examples of exosystems include the neighborhood, parents’ workplaces, parents’ friends, and the mass media. These are environments in which the child is not involved and are external to their experience but nonetheless affect them anyway. An instance of exosystems affecting the child’s development could be if one of the parents had a dispute with their boss at work. The parent may come home and have a short temper with the child as a result of something which happened in the workplace, which may result in a negative effect on development.

54. THE MACROSYSTEMS The macrosystem is a component of Bronfenbrenner’s ecological systems theory that focuses on how cultural elements affect a child’s development, such as socioeconomic status, wealth, poverty, and ethnicity. Thus, the culture that individuals are immersed within may influence their beliefs and perceptions about events that transpire in life. The macrosystem differs from the previous ecosystems as it does not refer to the specific environments of one developing child, but the already established society and culture in which the child is developing in. This can also include the socioeconomic status, ethnicity, geographic location, and ideologies of the culture. For example, a child living in a third-world country would experience a different development than a child living in a wealthier country.

55. THE CHRONOSYSTEMS The fifth and final level of Bronfenbrenner’s ecological systems theory is known as the chronosystem. This system consists of all the environmental changes that influence development over the lifetime, including major life transitions and historical events. These can include normal life transitions, such as starting school, and non-normative life transitions, such as parents getting divorced or having to move to a new house.