Major theories of Child development

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Theories of Child Development
Jean Piaget Lev VygotskyAbraham Maslow
B.F. Skinner Erik Erickson
Howard Gardner
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Why Study Child Parenting Development Theories?

• Theories help people
• Organize their ideas about raising children.
• Understand influences on parenting.
• Discover more than one way to interact with
  children.
• Analyze the benefits and consequences of using
  more than one theory.

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Why Study the Selected Theories?

• The selected theories
• Have been popular and influential.
• Represent different approaches to parent-child
  interaction.
• Offer help in the real world of daily
  child-rearing.
• Make good common sense.

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Lev Vygotsky - 1896-1934
The cultures in which children are raised and the
ways in which they interact with people influence
their intellectual development. From their
cultural environments, children learn values,
beliefs, skills, and traditions that they will
eventually pass on to their own children.
Through cooperative play, children learn to
behave according to the rules of their cultures.
Learning is an active process. Learning is
constructed.

• Main points
• Development is primarily driven by language,
  social context and adult guidance.
• Key Words
• Zone of proximal development
• Scaffolding

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What is Zone of Proximal Development

• It is a range of tasks that a child cannot yet
  do alone but can accomplish when assisted by a
  more skilled partner.
• There is a zone of proximal development for each
  task. When learners are in the zone, they can
  benefit from the teachers assistance.
• Learners develop at different rates so they may
  differ in their ability to benefit from
  instructions.

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What is Scaffolding

• Assistance that allows students to complete tasks
  that they are not able to complete independently.
• Effective scaffolding is responsive to students
  needs. In classroom, teachers provide
  scaffolding by
• Breaking content into manageable pieces
• Modeling skills
• Provide practice and examples with prompts
• Letting go when students are ready

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Psychosocial Theory of Human Development Erik
Erikson
Life is a series of stages. Each individual must
pass through each stage. The way in which a
person handles each of these stages affects the
persons identity and self-concept. These
psychosocial stages are

• Trust vs. mistrust (birth to 1 year)
• Autonomy vs. shame doubt (2 to 3 years)
• Initiative vs. guilt (4 to 5 years)
• Industry vs. inferiority (6 to 11 years)
• Identity vs. role confusion (12 to 18 years)
• Intimacy vs. isolation (young adulthood)
• Generativity vs. stagnation (middle adulthood)
• Integrity vs. despair (older adulthood)

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Stage Age BasicConflict ImportantEvent Summary
Oral-sensory Birth to 12 to 18 months Trust vs. Mistrust Feeding The infant must form a first loving, trusting relationship with the caregiver, or develop a sense of mistrust.
Muscular-Anal 18 monthsto 3years Autonomy vs.Shame/Doubt Toilet training The child's energies are directed toward the development of physical skill, including walking, grasping, and rectal sphincter control. The child learns control but may develop shame and doubt if not handled well.
Locomotor 3 to 6 years Initiative vs.Guilt Independence The child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings.
Latency 6 to 12 years Industry vs. Inferiority School The child must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence.
Adolescence 12 to 18 years Identity vs. Role Confusion Peer relationships The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion.
Young Adulthood 19 to 40 years Intimacy vs.Isolation Love relationships The young adult must develop intimate relationships or suffer feelings of isolation.
Middle Adulthood 40 to 65 years Generativity vs. Stagnation Parenting Each adult must find some way to satisfy and support the next generation.
Maturity 65 to death Ego Integrity vs. Despair Reflection on and acceptance of one's life The culmination is a sense of oneself as one is and of feeling fulfilled.
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Eriksons Psychosocial Theory of Human
Development
Ego Integrity vs. Despair
Generativity vs. Stagnation
Intimacy vs. Isolation
Identity vs. Role Confusion
Industry vs. Inferiority
Initiative vs. Guilt
Autonomy vs. Shame/Doubt
Trust vs. Mistrust
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Critique of Erik Erikson

• Supporters of this Eriksonian theory, suggest
  that those best equipped to resolve the crisis of
  early adulthood are those who have most
  successfully resolved the crisis of adolescence.
• On the other hand, Erikson's theory may be
  questioned as to whether his stages must be
  regarded as sequential, and only occurring within
  the age ranges he suggests. There is debate as to
  whether people only search for identity during
  the adolescent years or if one stage needs to
  happen before other stages can be completed.

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Theory of Behaviorism- B.F Skinner others
Based on Lockes tabula rasa (clean slate)
idea, Skinner theorized that a child is an empty
organism --- that is, an empty vessel ---
waiting to be filled through learning
experiences. Any behavior can be changed
through the use of positive and negative
reinforcement. Behaviorism is based on
cause-and-effect relationships.
Pavlo's dog game
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Classical Conditioning
Pavlov's Dogs
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Major elements of behaviorism include

• Positive and negative reinforcement
• Use of stimulus and response
• Modeling
• Conditioning.

B.F. Skinner
Albert Bandura
Ivan Pavlov
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Skinner Box
Operant Conditioning
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Theory of Multiple Intelligence Howard Gardner
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Howard Gardners theory
Howard Gardner defines intelligence as "the
capacity to solve problems or to fashion products
that are valued in one or more cultural setting"
(Gardner Hatch, 1989). Using biological as well
as cultural research, he formulated a list of
seven intelligences. This new outlook on
intelligence differs greatly from the traditional
view that usually recognizes only two
intelligences, verbal and mathematical.
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Who is Howard Gardner?

• Howard Gardner is a psychologist and Professor at
  Harvard University's Graduate School of
  Education.
• Based on his study of many people, Gardner
  developed the theory of multiple intelligences.
• Gardner defines intelligence as ability to solve
  problems or to create products which are valued
  in one or more cultural settings.
• According to Gardner, 8 different types of
  intelligence are displayed by humans.

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Gardners Intelligences
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Logical-Mathematical Intelligence

• consists of the ability to
• detect patterns
• reason deductively
• think logically
• This intelligence is most often associated with
  scientific and mathematical thinking.
• Famous examples Albert Einstein, John Dewey.

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Linguistic Intelligence

• involves having a mastery of language
• This intelligence includes the ability to
  effectively manipulate language to express
  oneself rhetorically or poetically.
• It also allows one to use language as a means to
  remember information.
• Famous examples Charles Dickens, Abraham
  Lincoln, T.S. Eliot, Sir Winston Churchill.

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Spatial Intelligence

• gives one the ability to manipulate and create
  mental images in order to solve problems.
• This intelligence is not limited to visual
  domains--Gardner notes that spatial intelligence
  is also formed in blind children.
• Famous examples Picasso, Frank Lloyd Wright

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Musical Intelligence

• encompasses the capability to recognize and
  compose musical pitches, tones, and rhythms.
• (Auditory functions are required for a person to
  develop this intelligence in relation to pitch
  and tone, but these functions would not be needed
  for the knowledge of rhythm.)
• Famous examples Mozart, Leonard Bernstein, Ray
  Charles.

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Bodily-Kinesthetic Intelligence

• is the ability to use one's mental abilities to
  coordinate one's own bodily movements.
• This intelligence challenges the popular belief
  that mental and physical activity are unrelated.
• The ability to use your body skillfully to solve
  problems, create products or present ideas and
  emotions.
• An ability obviously displayed for athletic
  pursuits, dancing, acting, artistically, or in
  building and construction.
• You can include surgeons in this category but
  many people who are physically talented"good
  with their hands"don't recognize that this form
  of intelligence is of equal value to the other
  intelligences.
• Famous examples Charlie Chaplin, Michael Jordan.

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Interpersonal Intelligence

• The ability to work effectively with others
• to relate to other people
• display empathy and understanding
• notice their motivations and goals.
• This is a vital human intelligence displayed by
  good teachers, facilitators, therapists,
  politicians, religious leaders and sales people.
• Famous examples Gandhi, Ronald Reagan, Mother
  Teresa, Oprah Winfrey.

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Intrapersonal Intelligence

• The ability for self-analysis and reflectionto
  be able to
• quietly contemplate and assess one's
  accomplishments
• review one's behavior and innermost feelings
• make plans and set goals
• know oneself
• Philosophers, counselors, and many peak
  performers in all fields of endeavor have this
  form of intelligence.
• Famous examples Freud, Eleanor Roosevelt, Plato.
  

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Naturalist intelligence

• designates the human ability to discriminate
  among living things (plants, animals) as well as
  sensitivity to other features of the natural
  world (clouds, rock configurations).
• to make distinctions in the natural world and to
  use this ability productivelyfor example in
  hunting, farming, or biological science.
• Farmers, botanists, conservationists, biologists,
  environmentalists would all display aspects of
  the intelligence.
• Famous examples Charles Darwin, Rachel Carson.

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Can we be more than one?

• Yes!
• Although the intelligences are anatomically
  separated from each other, Gardner claims that
  the eight intelligences very rarely operate
  independently.
• Rather, the intelligences are used concurrently
  and typically complement each other as
  individuals develop skills or solve problems.
• For example, a dancer can excel in his art only
  if he/she has 
• strong musical intelligence to understand the
  rhythm and variations of the music 
• bodily-kinesthetic intelligence to provide him
  with the agility and coordination to complete the
  movements successfully
• interpersonal intelligence to understand how he
  can inspire or emotionally move his audience
  through his movements

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Jean Piaget - 1896-1980
The behavior of children and the development of
their thinking can only be explained by the
interaction of nature (intrinsic development) and
nurture (extrinsic environmental factors).
Goal of cognitive development Biological
survival Cognitive development as biological
adaptation Adaptation of mental constructs from
experiences Learner as the little
scientist Knowledge originates from the
environment Assimilation accommodation lead
to equilibrium Cognitive development involves
active selection, interpretation, and
construction of knowledge
Key words Cognitive learning theory assimilate
symbolism accommodate egocentric decentre
conservatism active learners schemata
sensory-motor stages pre-operational animism
moral realism concrete operations formal
operations
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Cognitive Development Theory

• Two processes are essential for development
• Assimilation
• Learning to understand events or objects, based
  on existing structure.
• Accommodation
• Expanding understanding, based on new information.

Jean Piaget (1896-1980)
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Piaget

• Children pass through specific stages as they
  develop their Cognitive Development skills
• Sensorimotor birth - 2 years infants develop
  their intellect
• Preoperational 2-7 years children begin to
  think symbolically and imaginatively
• Concrete operational 7-12 years children
  learn to think logically
• Formal operational 12 years adulthood
  adults develop critical thinking skills

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Maslows Theory

• Maslows theory maintains that a person does not
  feel a higher need until the needs of the current
  level have been satisfied. Maslow's basic needs
  are as follows

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Physiological Needs
Basic Human Needs

• Food
• Air
• Water
• Clothing
• Sex

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Safety Needs
Safety and Security

• Protection
• Stability
• Pain Avoidance
• Routine/Order

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Social Needs
Love and Belonging

• Affection
• Acceptance
• Inclusion

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Esteem Needs
Esteem

• Self-Respect
• Self-Esteem
• Respected by Others

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Self-Actualization

• Achieve full potential
• Fulfillment

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