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Theories in Child Development

Theories in Child Development. Dr. Kris Rodenberg SDSU. Is development continuous, or does it occur in stages?. Shift from early studies to today. A Shifting Balance Early theorists favored organismic or stage approaches

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Theories in Child Development

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  1. Theories in Child Development Dr. Kris Rodenberg SDSU

  2. Is development continuous, or does it occur in stages?

  3. Shift from early studies to today • A Shifting Balance • Early theorists favored organismic or stage approaches • Today attention is focused on the biological and evolutionary bases of behavior in tandem • Bidirectional: people change their world as it changes them (consider Bronfrenbrenner’s bioecological framework)

  4. Research Methods • Quantitative • Based on scientific method • 1. Identify a problem • 2. Formulate hypotheses • 3. Collect data • 4. Analyze the data • 5. Disseminate findings • Qualitative • Open-ended

  5. Arnold Gesell - 1880-1961 Main points Physical and basic skill development is genetically determined by universal “maturation patterns” that occur in a predictable sequence. Nature Nurture

  6. Sigmund Freud - 1857-1939 Main points Experiences in early childhood influence later development. Assumes sexual factors are major components in psychosocial development Often called “The Father of Psychoanalysis,” he believed that our deepest thoughts were often revealed in symbols. Nature Nurture

  7. Freud’s Psychoanalytic Theory • Id / Ego / Superego • OralAnalPhallic • Oedipal complex • Electra complex • Latency • Repression • Sublimation • Fixation • Regression

  8. Erik Erikson - 1902-1994 Main points Student of Freud. He experienced identity confusion and proposed 8 stages of psychosocial development from birth to death. Each stage is represented by resolution of a conflict -- __ versus ___.Believed that environment acted on one’s innate disposition. Nature Nurture

  9. Edward Thorndike 1874-1949 • Law of effect Stimulus & Response • Law of exercise (practice & Reinforcement) • Transfer of learning • Operant conditioning (cats)

  10. B.F.Skinner - 1904-1990 Main points Student of Thorndike (S/R theory w/cats) and lab partner of Pavlov (dogs)– “if you can train an animal, you can train a child.” Reinforcement and punishment shapes behavior. Children are conditioned by their experiences, no matter what they are born with. Nature Nurture

  11. Skinnerian Discipline

  12. Albert Bandura - 1925-present Learning takes place via imitation. The “Bobo Doll” experiments. Differs from Skinner’s “conditioning” – emphases on inner motivational factors. Proponent of observational theory which is key in social constructivism. Nature Nurture

  13. Lev Vygotsky - 1896-1934 • Development is primarily driven by language acquisition (ability to communicate), social contexts, and adult/experienced person guidance. Children learn through social interaction. • Private speech  internal speech • Zone of Proximal Development • Independent/instructional/ • Frustration levels • Scaffolding • Foundation of Gradual Release Theory Nature Nurture

  14. Jean Piaget - 1896-1980 Distinct cognitive stages affect one’s ability to make sense of the world. Adults influence, but children build, or “construct,” their own thinking systems (schema). Also, identified shifts in moral development from egocentric to altruistic as a component of psychosocial development. Nature Nurture

  15. Carl Rogers 1902-1987 Client-centered therapy morphs to “student-centered” classroom Self-actualization tendency (part of human nature) drives capacity building – linked to motivation Active Listening by “instructor” and development of metacognition (self-monitoring) shape who we are and how we learn ”I messages”

  16. Jerome Brunner 1915 -- An anti-stage theorist, he support social constructivist theory. Humans learn via categorization of knowledge. Likes Vygotsky’s ideas about the role of speech and language in constructing meaning – BUT in a sequence from enactive (action) - to iconic (image) - to symbolic (language) representations. Believes that we can learn anything as long as it is sequenced appropriately.

  17. Benjamin Bloom 1913-1999 Developed a taxonomic hierarchy of cognitive-driven behavior deemed important to learning and to measurable capability. Believed in learning for mastery and that one’s perceptions of mastery affect one’s attitude toward learning (leads to motivation and engagement).

  18. Abraham Maslow 1900-1970 • Founder of “Humanistic Psychology” • Hierarchy of human needs • Humans are intrinsically curious

  19. Have we forgotten anyone? Of course! There are many other researchers and theorists who have shaped our understanding of why we do what we do in classrooms and have linked this knowledge with understanding our students’ psychosocial development. But – these are “key” theories/theorists

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