Transcript Major theories of Child development

Jean Piaget • Lev Vygotsky
Abraham Maslow • B.F. Skinner •
Erik Erickson • Howard Gardner
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.
Why Study the Selected
Theories?
The selected theories:
– Have been popular and influential.
– Represent different approaches to parentchild interaction.
– Offer help in the “real world” of daily childrearing.
– Make good common sense.
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
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 teacher’s
assistance.
Learners develop at different rates so they may differ in their ability
to benefit from instructions.
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
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 person’s
identity and self-concept. These psychosocial stages are:
1.
2.
3.
4.
5.
6.
7.
8.
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)
Psychosocial Theory of Human
Development – Erik Erikson
Stage
Oral-sensory
Age
Birth to 12
to 18
months
Basic
Conflict
Trust vs. Mistrust
Important
Event
Summary
Feeding
The infant must form a first loving, trusting
relationship with the caregiver, or develop a
sense of mistrust.
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.
Muscular-Anal
18 months
to 3years
Autonomy vs.
Shame/Doubt
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.
Erikson’s 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
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.
Theory of BehaviorismB.F Skinner & others
Based on Locke’s 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 causeand-effect relationships.
Pavlo's dog game
Major elements of behaviorism
include:
–
–
–
–
Positive and negative reinforcement
Use of stimulus and response
Modeling
Conditioning.
Theory of Multiple
Intelligence
Howard Gardner
Howard Gardner’s 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.
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.
Gardner’s Intelligences:
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.
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.
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
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.
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.
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.
Intrapersonal Intelligence
The ability for self-analysis and reflection–to 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.
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
productively–for 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.
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
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; preoperational; animism; moral realism; concrete operations; formal operations
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)
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
Maslow’s Theory
Maslow’s 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:
Basic Human Needs
• Food
• Air
• Water
• Clothing
• Sex
Physiological Needs
Safety and Security
• Protection
• Stability
• Pain Avoidance
Safety Needs • Routine/Order
Love and Belonging
• Affection
Social Needs
• Acceptance
• Inclusion
Esteem
Esteem Needs • Self-Respect
• Self-Esteem
• Respected by
Others
Self-Actualization
• Achieve full
potential
• Fulfillment