8/29/20151 theories of human development. 8/29/20152 theories what is a theory? orderly set of...
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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.
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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
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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
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Figure 11.10 Stage theories of development
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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
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Figure 11.11 Erikson’s stage theory
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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
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Figure 11.12 Piaget’s stage theory
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Figure 11.13 Piaget’s conservation task
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Figure 11.14 The gradual mastery of conservation
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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
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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.
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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)