Influential Theorists of Child Development

By: Kathleen Cate S. Sumbilon

What is Human Development?

Human Development Theory

– is a way to describe what happens as individuals move from infancy through adulthood;

-identifying significant events that are commonly experienced by all people; and

- explaining why changes occur as they do

Erik Erikson (1902- 1994)

- A follower of Sigmund Freud’s theory;

- Describe as thoughtful,energetic,magnetic and a scholarly thinker and prolific writer;

- Formulated the theory of psychosocial theory

Erik Erikson (1902- 1994)

“It is human to have a long childhood; it is civilized to have an even longer childhood.”

Psychosocial Theory

-the branch of psychology;

- development is describe in terms of eight stages that span childhood and adulthood; and

- Each offering opportunities for personality growth and development.

Trust vs. Mistrust

- First stage of development;

- Occurred during infancy, in which the child’s needs should met consistently and predictably

Autonomy vs. Shame and Doubt

- Second stage of psychosocial development;

- Occuring during the second year of life in which toddlers assert their growing motor, language and cognitive abilities by trying to become more independent

Initiative vs. Guilt

-third stage of psychosocial development;

-occuring during the preschool years, in which the child’s curiosity and enthusiasm lead to a need to explore and learn about the world;

-rules and expectations begin to be establish.

Industry vs. Inferiority

- The fourth stage of development;

- Starting at the end of the preschool years and lasting until puberty;

- The child focuses on development of competence.

Jean Piaget (1896-1980)

- Formulated the theory of cognitive development.

- One of the most influential forces in early childhood education today.

- Precocious, with his first publication at 10, and Ph.D by 22; Constantly searching for answers; always igneous and inventive in his approach.

Jean Piaget (1896-1980)

“We should not allow children a completely free rein on the hand, nor channel them too narrowly on the other hand.”

Cognitive Development

-focuses on how children’s abilities emerge through distinct stages.

Adaptation

- the process that occurs any time new information or a new experience occurs.

Disequillibrium

- The lack of balance experienced when existing mental structures and new experience do not fit exactly.

Equillibrium

- The state of balance each person seeks between existing mental structures and new experiences.

Assimilation

- One form of adaptation, which takes place when the person tries to make new information or a new experience fit into an existing concept.

Accommodation

-one form of adaptation which takes place when an existing concept is modified or a new concept is formed to incorporate new information or a new experience.

Organization

- The mental process by which a person organizes experiences and information in relation to each other.

Schemata

-cognitive structures into which cognitive concepts or mental representations are organized.

Stage theorist

-any theory that delineates specific stages in which development is marked by qualitatively different characteristics and accomplishments.

Representation

-the ability to depict an object, person, action, or experience mentally, even if it is not present in the immediate environment.

Logical Thinking

- The ability that begins to emerge around seven in which children use mental processes to solve problems rather than relying solely on perceived information.

Abstract Thinking

-the ability to solve a variety of problems abstractly, without a need to manipulate concrete objects.

Object Performance

-the recognition that objects exist even, when they are out of view.

-a concept that children begin toward the end of their first year of life.

Piaget’s Period of Cognitive Development

Stage1. Sensorimotor Period(0 to 2 years)

-characterized by motor behavior through which schemata is formed;

Examples: relies on coordination of senses and movement and beginning to understand the relationship of objects in order to learn about it.

Piaget’s Period of Cognitive Development

Stage2. Preoperational Stage (2 to 7 years)

- Language and representation is developed during this period;

- Have an egocentric view of the world;

- Role playing.

Piaget’s Period of Cognitive Development

Stage3. Concrete Operations Period (7 to 11 years)

- Develops logical thinking.

- Able to reverse operations (5-3= 2 or 3+2= 5)

- Practice conservation-recognize.

Piaget’s Period of Cognitive Development

Stage 4. Formal Operations Period (11 to 15 years)

- Final period

- Characterized by sophisticated abstract thinking and logical reasoning abilities applied to physical as well as social and moral problems.

B. F Skinner (1904-1990)

-Formulated the theory of behaviorism;

-believe that behavior can be changes or modified by manipulating the environment which includes both physical and social components.

- Ambitious, goal driven, persistent; seen as the “Darth Vader” of psychology by some, as a brilliant innovator by others.

B. F Skinner (1904-1990)

“Teaching is the expediting of learning: A person who is taught learns more quickly than one who is not.”

Operant Conditioning

-a person deliberately attempts to increase or decrease behavior by controlling

Reinforcement

- Any response that follows a behavior that encourages repetition of that behavior.

Positive Reinforcement

-includes any immediate feedback (either through tangible or non tangible means) to children that their behavior is valued.

Social Reinforcer

-a reward that conveys approval through such responses as a smile, hug, or attention.

Shaping

- Used to teach a child a new behavior by breaking it down into small steps and reinforcing the attainment of each step systematically.

Extinction

-a method of eliminating a previously reinforcement behavior by taking away all reinforcement for instance, by totally ignoring the behavior.

Punishment

-an aversive consequence that follows a behavior for the purpose of decreasing or eliminating the behavior. (not recommended as an effective means of changing behavior)

Observable behavior

-actions that can be seen rather than those that are inferred.

Programmed Instruction

-also called direct instruction

A method of teaching in which the teacher determines exactly what the children should learn, devises a sequence of learning activities and it teaches directly by controlling the information according to children’s responses.

Lev Semanovich Vygotsky (1896-1934)

- Formulated the Sociohistoric Theory.

- Focuses on cultural and historical context within which a child socialized.

- An intense yet very social person with the capacity to inspire others; deeply interested to a variety of fields and topics, many of which he mastered.

Lev Semanovich Vygotsky (1896-1934)

“The maturation of a child’s higher mental fucntions occurs… through the adult’s assistance and participation.”

Sociohistoric Theory

- Gives prominence to the social, cultural and historic context of child development.

Zone of Proximal Development (ZPD)

-This zone represents tasks, a child cannot yet do by herself but which she can accomplish with the support of an older child or adult.