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Theories of Human DevelopmentTheories of Human Development

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TheoriesTheories

What is a theory?

Orderly set of ideas which describe, explain, and predict behavior.

Why are theories important?

To give meaning to what we observe.

As a basis for action --finding ways to improve the lives and education of children.

What is a theory?

Orderly set of ideas which describe, explain, and predict behavior.

Why are theories important?

To give meaning to what we observe.

As a basis for action --finding ways to improve the lives and education of children.

Origins of Child Development Theories

Origins of Child Development Theories

6th -15th centuries Medieval period

Preformation's: children seen as little adults.

Childhood is not a unique phase.

Children were cared for until they could begin caring for themselves, around 7 years old.

Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)

6th -15th centuries Medieval period

Preformation's: children seen as little adults.

Childhood is not a unique phase.

Children were cared for until they could begin caring for themselves, around 7 years old.

Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)

20th CenturyTheories about children's

development expanded around the world.

Childhood was seen as worthy of special attention.

Laws were passed to protect children,

20th CenturyTheories about children's

development expanded around the world.

Childhood was seen as worthy of special attention.

Laws were passed to protect children,

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Outline of 20th Century TheoriesOutline of 20th Century Theories

Psychoanalytical TheoriesPsychosexual: Sigmund Freud

Psychosocial: Erik Erikson

Behavioral & Social Learning TheoriesBehaviorism: Classical Conditioning -John Watson & Operant Conditioning -B.F. Skinner

Social Learning -Albert Bandera

Biological TheoriesMaturationism: G. Stanley Hall & Arnold Gesell

Ethology: Konrad Lorenz

Attachment: John Bowlby

Psychoanalytical TheoriesPsychosexual: Sigmund Freud

Psychosocial: Erik Erikson

Behavioral & Social Learning TheoriesBehaviorism: Classical Conditioning -John Watson & Operant Conditioning -B.F. Skinner

Social Learning -Albert Bandera

Biological TheoriesMaturationism: G. Stanley Hall & Arnold Gesell

Ethology: Konrad Lorenz

Attachment: John Bowlby

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Outline of 20th Century Theories

Outline of 20th Century Theories

Cognitive Theories

Cognitive Development: Jean Piaget

Socio-cultural: Lev Vygotsky

Information Processing Systems Theories

Ecological Systems: Urie Bronfenbrenner

Cognitive Theories

Cognitive Development: Jean Piaget

Socio-cultural: Lev Vygotsky

Information Processing Systems Theories

Ecological Systems: Urie Bronfenbrenner

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Psychoanalytical TheoriesPsychoanalytical Theories

Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.

Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.

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Sigmund FreudSigmund Freud

Psychosexual Theory

Was based on his therapy with troubled adults.

He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.

Psychosexual Theory

Was based on his therapy with troubled adults.

He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.04/21/23 7

Erik EriksonErik EriksonPsychosocial Theory

Expanded on Freud's theories.

Believed that development is life-long.

Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.

Psychosocial Theory

Expanded on Freud's theories.

Believed that development is life-long.

Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.

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Stage Theories of Development: PersonalityStage Theories of Development: Personality

Stage theories, three components progress through stages in order progress through stages related to age major discontinuities in development

Erik Erikson (1963) Eight stages spanning the lifespan Psychosocial crises determining balance

between opposing polarities in personality

Stage theories, three components progress through stages in order progress through stages related to age major discontinuities in development

Erik Erikson (1963) Eight stages spanning the lifespan Psychosocial crises determining balance

between opposing polarities in personality

Figure 11.10 Stage theories of development

Erikson’s 8 Stages of Development

Erikson’s 8 Stages of Development

Identified 8 stages:

Basic trust vs mistrust (birth -1 year)

Autonomy vs shame and doubt (ages 1-3)

Initiative vs guilt (ages 3-6)

Industry vs inferiority (ages 6-11)

Identity vs identity confusion (adolescence)

Intimacy vs isolation (young adulthood)

Generativity vs stagnation (middle adulthood)

Integrity vs despair (the elderly)

Identified 8 stages:

Basic trust vs mistrust (birth -1 year)

Autonomy vs shame and doubt (ages 1-3)

Initiative vs guilt (ages 3-6)

Industry vs inferiority (ages 6-11)

Identity vs identity confusion (adolescence)

Intimacy vs isolation (young adulthood)

Generativity vs stagnation (middle adulthood)

Integrity vs despair (the elderly)04/21/23 11

Figure 11.11 Erikson’s stage theory

Cognitive TheoriesCognitive Theories

Beliefs that describe how children learn

Beliefs that describe how children learn

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Jean PiagetJean Piaget Cognitive development theoryCognitive development theory

Children "construct" their understanding of the world through their active involvement and interactions.

Studied his 3 children to focus not on what they knew but how they knew it.

Described children's understanding as their "schemas” and how they use:

assimilation

accommodation.

Children "construct" their understanding of the world through their active involvement and interactions.

Studied his 3 children to focus not on what they knew but how they knew it.

Described children's understanding as their "schemas” and how they use:

assimilation

accommodation.

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Piaget’s Cognitive Development StagesPiaget’s Cognitive Development Stages Sensori-motor

Ages birth -2: the infant uses his senses and motor abilities to understand the world

Preoperation

Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language

Concrete operations

Ages 7-11; the child uses logical operations or principles when solving problems

Formal operations

Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions

Sensori-motor

Ages birth -2: the infant uses his senses and motor abilities to understand the world

Preoperation

Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language

Concrete operations

Ages 7-11; the child uses logical operations or principles when solving problems

Formal operations

Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions

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Stage Theories: Cognitive DevelopmentStage Theories: Cognitive Development Jean Piaget

Assimilation/ Accommodation 4 stages and major milestones

Sensorimotor Object permanence

Preoperational Centration, Egocentrism

Concrete Operational Decentration, Reversibility, Conservation

Formal Operational Abstraction

Jean Piaget

Assimilation/ Accommodation 4 stages and major milestones

Sensorimotor Object permanence

Preoperational Centration, Egocentrism

Concrete Operational Decentration, Reversibility, Conservation

Formal Operational Abstraction

Figure 11.12 Piaget’s stage theory

Figure 11.13 Piaget’s conservation task

Figure 11.14 The gradual mastery of conservation

The Development of Moral ReasoningThe Development of Moral Reasoning

Kohlberg (1976) Reasoning as opposed to behavior

Moral dilemmas Measured nature and progression of moral reasoning

3 levels, each with 2 sublevels Preconventional Conventional Postconventional

Kohlberg (1976) Reasoning as opposed to behavior

Moral dilemmas Measured nature and progression of moral reasoning

3 levels, each with 2 sublevels Preconventional Conventional Postconventional

Figure 11.17 Kohlberg’s stage theory

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The Human Needs Theory The Human Needs Theory

Abraham Maslow 1908-1970

Abraham Maslow 1908-1970

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If basic needs are met, then the individual can move to higher levels of thought and self-fulfillment.

The base of the triangle represents the basic physiological needs of survival.

Once basic needs are met, a person can move toward self-actualization.

Self-actualization is the realization of one’s own talent and abilities and the achievement of satisfaction in life’s goals and desires.

If basic needs are met, then the individual can move to higher levels of thought and self-fulfillment.

The base of the triangle represents the basic physiological needs of survival.

Once basic needs are met, a person can move toward self-actualization.

Self-actualization is the realization of one’s own talent and abilities and the achievement of satisfaction in life’s goals and desires.

04/21/23 24Adapted by Kelly Burke, University of Hawaii at Hilo

Maslow’ s Hierarchy of Needs

Source: adapted from Abraham H. Maslow, “A Theory.of Human Motivation,” Psychology Review 50 (1943): 370-396

-SelfActualization

Needs

Esteem Needs

Social Needs

Security Needs

Physiological Needs

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Physiological needs: air, food, water, sleep. Safety & security needs: shelter, security, freedom

from fear. Love/ belonging needs: friends, family, romantic

partners. Self-esteem needs: competence, self-respect,

independence. Self-actualization: freedom from self or cultural

restrains, being all one can be. (1% of population)

Physiological needs: air, food, water, sleep. Safety & security needs: shelter, security, freedom

from fear. Love/ belonging needs: friends, family, romantic

partners. Self-esteem needs: competence, self-respect,

independence. Self-actualization: freedom from self or cultural

restrains, being all one can be. (1% of population)