Jean Piaget (Swiss psychologist) August 9th, 1896 – September 16th 1980 (84 years)

1. Jean Piaget (Swiss psychologist)August 9th, 1896 – September 16th 1980(84 years) Audrey Carlson (P.7)  P.7

2. Jean Piaget's theory https://www.psychologynoteshq.com/piagetstheory/ • Jeans theory is that children go through four different stages of mental development. Jean wanted an understanding of nature intelligence.  • The four stages start with Sensorimotor (0-2) which basically is sensory curiosity about the world. This is the development of object permeance. • The second stage is Preoperational (2-7) Which is the use of grammar to express along with the use of imagination.  • The third stage is Concrete Operational (7-11) Is about understanding time and how it works. • The fourth stage is Formal Operation (11+) Is about thinking, logic, and reasoning.

3. Examples for parents throughout each stagehttps://www.everydayhealth.com/kids-health/piagets-theory-parents/ • For the first stage (Sensorimotor) One example parents could do to help develop curiosity and object holding and discovering is to let the child feel and hold different objects to understand feeling. The child would be able to discover different solids or others that the child could feel and discover a liking to. • One example for the second stage (Preoperational) Is to buy spelling and language books to give the child an understanding of language and pronunciation. • An example for the 3rd stage (Concrete Operational) is to take turns playing with toys and if not then have consequences because each child needs to learn how to share and interact with others. • The last stage (Formal Operation) something a parent can do is to teach your child what is wrong and right and what to do and not to do this will help in situations where your child doesn't know what to say. 

4. Conclusion • In conclusion parents can introduce each development stage and help the child understand by simple steps and examples.  • https://en.wikipedia.org/wiki/Jean_Piaget

5. Elisabeth Citriksy • B.F. Skinner  • B.F. Skinner's Theory of Operant Conditioning shows that if consequences or rewards are put in place, the subject in question will act to help themselves live better. He looked into how animals react to consequences and rewards, in other words, reinforces and punishers.   • Reinforces are forces that show the animal that if the action is repeated, they will be rewarded, and punishers are forces from their environment that are unlikely to be repeated for fear of punishment. He experimented on Pigeons and rats. For his experiment on rats, he put them in a box with a lever, and each time the lever was pulled, a piece of food would be rewarded. This caused the rats to repeat the action. He also had another version of the box where he had an electrical current going through the wire flooring of the box, and each time the lever was pulled, the current stopped, so those two boxes show examples of punishers and reinforces. •  In the real world, specifically regarding children there are things that reinforce and punish to have children continue or stop behaviors, like with an infant, if each time they cry, they are given attention and picked up, then they might cry a lot during the night so that they wouldn’t be alone. In toddlers they might  try having tantrums in a store to get a certain toy they want, because they know their parents will get it for them to keep them quiet.   • By remembering this theory, teachers, parent, or baby sitters can remember that  if kids are craving attention they can have tantrums, and they should be punished when it occurs. On the other side, if a child helps out with something, they should get a reward to encourage repeating activity.  • https://www.psychologistanywhereanytime.com/famous_psychologist_and_psychologists/psychologist_famous_b_f_skinner.htm • https://www.simplypsychology.org/operant-conditioning.html • https://dandradebehaviorism.weebly.com/bf-skinner.html • Picture • https://cliparts.zone/tantrum-cliparts

6. Albert Bandura • American- Canadian Psychologist • Born December 4th 1925 (93) • Social Learning Theory: People learn from one another through observation,imitating, and modeling. • “ As we develop the moral aspect of our lives, we often adapt to standard of right and wrong that serve as guides and deterrents for our conduct.”

7. Steps of Bandura's Theory  • Attention and focus of matter- not focused=not learning • Retention depends on the context- we recall information when we are required to respond to a similar situation within the situation you learned it first • Reproduction occurs on demand- mental and physical rehearsal can improve our responses • Motivation can be intrinsic or extrinsic- someone is being rewarded or punished for something they did or said, people need motivation to do anything

8. Enhance Learning • Bandura’s stated second and third stages of social learning, imitation and behavior modeling, will occur if a person observes positive, desired outcomes in the first stage. • If, for example, an instructor attends and observes a course in-world and is entertained, informed, and approves of the way students act, they are more likely to want to teach a course in-world themselves. They can then use the behavior they experienced to imitate and model other instructors’ teaching styles in-world.

9. In Conclusion • Parents, Teachers, and human service professionals can use this theory to better understand the impact social learning has on children. • If their behavior has a + consequence, they will likely repeat it. • If their behavior has a - consequence, they are less likely to do it again. • Children are always watching and observing you, by using social modeling and showing them what good behavior looks like can help them develop as a respectable, strong individual

10. Works Cited • www.kbmange.com • https://teachthought.com/learning/bandura-social-learning-theory/ • https://www.researchgate.net/publication/267750204_Bandura's_Social_Learning_Theory_Social_Cognitive_Learning_Theory • Bandura, A. (1977) Social Learning Theory. New York: General Learning Press.

11. Lev Vgotsky • Title:Soviet psychologist • DOB:November 17th 1896 • DOD:June 11th 1934 Lev died at the ripe age of 34 • His theory:the founder of an unfinished Marxist theory of human cultural and social development.

12. Marxist Theory • Origins:The main theories that make up this theory is alienation, the labor theory of value conception of history and socialism. His main focus was how Wealth and advanced forms of organization affects people and how everyone can develop their distinctive human qualities. • Marxist Philosophy: this is all about Social conditions and behavior and how they are found to have a greater effect on the character and development of people's ideas and how these ideas affect social conditions and behavior.

13. Marxist Theory today • Alienation:Hard labor alienates workers from their activity, and other people, workers gradually lose their ability to develop there key qualities due to lack of social skills which creates distance between them and other people. • Theory of Value: Values are rules we follow so we can live in reasonable society with other people.We will break our values occasionally, and if our needs are threatened or we believe we can get away with breaking values with nobody knowing about it.

14. What parents can do to prepare their children for social encounters and development • Encourage your kids to make eye contact when your talking to them or when there talking to other adults or kids start at a young age so they can be confident in this skill when there older. • Help your child control their emotions because emotions can change how you act socially and you could say or something you don't mean to. • Make them communicate the more practice they have the better prepared they will be for the future • Give them a healthy environment where they can feel comfortable expressing their social skills and emotion • Prepare them for higher level of social encounters so when their older they can be more prepared for the complex social situations.

15. Conclusion To conclude the marxist theory everyday parents teachers improve their social skills to teach kids so they can have practice and improve their own skills.But parents and teachers can learn from the marxist theory, by doing so they can improve the strength of are younger generations social skills. The fate of our world lies within are younger generations. Thank you all for listening today and make sure to practice your social skills there is always room for improvement I hope you all have a good day.

16. Citations • https://www.simplypsychology.org/vygotsky.html • http://hdr.undp.org/en/humandev • https://en.wikipedia.org/wiki/Lev_Vygotsky

17. Sigmund Freud • Austrian neurologist • May 6, 1856 – September 23, 1939 • Freud developed the psychoanalytic theory of personality development, which argued that personality is formed through conflicts among three fundamental structures of the human mind: the id, ego, and superego. This Photo by Unknown author is licensed under CC BY.

18. What id, ego and superego is • The id is part of the mind that contains sexual and aggressive drives and past memories, and the superego is like a conscience, and the ego is the realistic part that mediates between the id and super ego. • All of these interact together to form a whole and is a contribution to a person's behavior 

19. -Ego develops from the id during infancy​ • -The ego's goal is to satisfy the demands of the id in a safe and acceptable social  way​ • -During childhood, the superego develops and its responsible for making sure moral standards are followed​ • -The superego motivates us to behave in a socially responsible and acceptable manner.​ • -The superego can cause a person to feel guilty if they don’t follow rules can make a person feel guilty​ • -And when there's a conflict between these goals the id and superego mediate this conflict.​ • -The ego gives out defense mechanisms to prevent being overwhelmed by anxiety​

20. Being a role model can help kids learn how to express their feelings -Show your child how you feel about different situations-praise your child when they talk about their feelings

21. Conclusion • Parents, teachers and counselors can help kids recognize what they are struggling with if they are acting a certain way by helping them understand what's causing it and how they can  be more aware of it to prevent it in the future.

22. Citations Mcleod, Saul. “What Are the Most Interesting Ideas of Sigmund Freud?” Study Guides for Psychology Students - Simply Psychology, Simply Psychology, 5 Apr. 2018, https://www.simplypsychology.org/Sigmund-Freud.html. “Helping Kids Identify and Express Feelings.” Kids Helpline, 25 Mar. 2019, https://kidshelpline.com.au/parents/issues/helping-kids-identify-and-express-feelings. Google Search, Google, https://www.google.com/search?safe=strict&rlz=1C1GCEA_enUS839US867&biw=1366&bih=625&tbm=isch&sa=1&ei=Lex_XctjuJPQ8Q_1wreACg&q=sigmund+freud+id+ego+superego+explained&oq=sigmund+freud+id+&gs_l=img.1.1.0l2j0i30l3j0i24l3.1713.7387..9595...3.0..0.72.809.17......0....1..gws-wiz-img.......0i67j0i8i30.eOaFnfK9PBI#imgrc=wmcfg10TFIKVdM:

23. Developmental Theorist Project Rachel Kahler Period 7

24. Arnold Gissell Title: Psychologist Birth: June 21, 1880 Death: May 29th, 1961 Theory: Growth and Development Theory- describes children's physical, social, and emotional achievements through a quantitative study of human development from birth through adolescence.

25. Stages • Develops in stages not by ages • Influenced by internal factors such as genetics, personality, physical development • Influenced by external factors such as environment, parents, peers, society

26. Enhance Learning • Have learning environments that are able to show the full range of developmental and environmental needs of the kids • Children getting support from their parents/ guardians from birth to age 3 full support for children from birth through age 3 • Early childhood educators need wages and working conditions that show the importance and responsibility of early childhood educators • The need of appreciating and investing in the development of the brain.

27. Conclusion This theory freed parents from worrying that there was something wrong with their child if they didn’t hit the “age mark” of when a child was suppose to develop a skill. They can now focus on parenting their child and doing what is best for their growth, instead of rushing them https://study.com/academy/lesson/arnold-gesell-biography-theory-of-child-development.html http://motherhoodinpointoffact.com/developmental-parenting-styles-the-freedom-to-be-you/ https://gesellinstitute.org/pages/gesell-theory

28. Berry Brazelton • By: Maree Manipon Title: Pediatrician Birth: May 10th, 1918 Death: March 13th, 2018 Theory: There are periods in a child's life where he or she starts doing something new after an old and predictable behavior stops.

29. Examples of how the theory affects development • Let's say a child (5) starts stealing other kids toys in school -you can say that that is a predicted behavior for a young child. A period of time passes and the child learned that you need to share not steal. This shows that the child grew out of that period of behavior and gained a new one. There can be many examples to support his theory such as: • A child biting people, then as he/she grows out of that period, they start to scratch others • A child starts pulling hair, they grow and prosper and they start adapting to throwing objects.

30. A guide to the theory Brazelton pressures parents to enhance the children's learning from this theory… He suggests: • Be accepting to children's new behavior, she them you are there for them always. • Be calm about behavioral situations- stimulation causes children to act out. • Talk to your child about their behavior explain how it is affecting others. • Talk about a future discipline if the parents rules aren't being followed by child.

31. Conclusion Parents, teachers and human service professionals can use this theory with children and families by being able to adapt to the children's behavior. Many things can cause a child to act the way they do- family issues or just mentally not being able to be capable of certain behaviors. You have to be able to understand a child, know that some don't know the rights and wrongs so they do what they think is right. Works Cited: https://www.npr.org/templates/story/story.php?storyId=10098366 https://www.britannica.com/biography/T-Berry-Brazelton http://penfieldbuildingblocks.org/2013/06/the-benefits-of-understanding-touchpoints-a-theory-of-child-development-by-t-berry-brazelton/

32. Mary AinsworthDecember 1, 1913- March 21, 1999Child Psychology By Kayla Nakamura P.7

33. Mary Ainsworth’s attachment theory: • Ainsworth came up with a simple experiment to measure the attachment of an infant to the caregiver • Pre-attachment: Birth-6 weeks (Baby shows no particular attachment to caregiver) • Indiscriminate: 6 weeks-7 months (Infant begins to show preference for primary and secondary caregivers) • Discriminate: 7+ months (Infant shows strong attachment to caregiver) • Multiple: 10+ months (Growing bonds with other caregivers)

34. Based on Mary’s Theory… • The Strange Situation Test (researching infants response to a slightly stressful situation) • During the test, the infant is brought into a room with her mother and the infant is allowed to explore the room and play with the toys. • Then a stranger enters the room and talks to the mother, • Then the mother leaves the infant with the stranger for 3 minutes.  • The mother then returns and the stranger leaves.  • The mother now remains with the infant for 3 minutes.

35. 4 Attachment Styles • Secure Attachment: This is when a child is very close to the mother. Usually this child will explore and be close with others when the mother is in the room, but, when the mother is out, this child will show bad emotions. When left alone with a stranger, the child will avoid the stranger. • Anxious-Resistant Insecure Attachment: This child becomes annoyed when the stranger appears in the room, while mother is still near by. And when mother leaves, the child can’t explore and continue play. The child becomes distressed of the situation. However, when mother comes back, the child acts irritated and upset to the mother, he tries to move away from her. • Anxious-Avoidant Insecure Attachment: This child seems careless. He doesn't show much feelings whether mother is in the room or not. He doesn't want to be played with or held.  He acts the same with the stranger as well. • Disorganized/Disoriented Attachment: This child might be distressed when the mother leaves the room and be relieved when she comes back. However, the child may not want to be held or may show anger once the mother comes. He might. Further research revealed that more than half of the mothers with a child who fell into this category had suffered a trauma immediately before the birth of the child and had developed depression because of that trauma.

36. Conclusion • Children need a strong attachment to their parents, but also to the adults who are strangers that are not their parents. Children need to be familiarized of who they are with and need to be in a safe place as they grow up. • https://www.ukessays.com/essays/psychology/mary-ainsworth-attachment-theory.php

37. Rudolph Driekurs • By: Kelsey Moe • Period 7 February 8, 1897, – May 25, 1972, Psychiatrist and Educator Dreikurs' model of social discipline

38. The four Reasons The Dreikurs' model stated that there were four main reasons children disobeyed; Seeking Attention Displaying Inadequacy Instead of punishment Dreikurs focused on; -consequences - encouragement  Seeking Revenge The Contest for Power

39. Ways to offset the four behaviors Attention Seeking: ~Do the unexpected; Turn the lights off, play a musical instrument ~Recognize appropriate behavior; Thank student either verbally or through a written note Displaying Inadequacy: ~Teach students that its okay to make mistakes ~Teach one step at a time adequacy Seeking Revenge ~Use a time out ~Apply the consequences Contest for Power ~Make a graceful exit; Remove audience and save discussion for later ~Apply the consequences

40. Conclusion Sometimes punishment shouldn’t be the first thing done when a child or student misbehaves. There are other things that can be done that are much more effective than immediate punishment, and will result in happier, more responsive child! References https://www.canr.msu.edu/news/goals_of_misbehavior_part_1_attention https://study.com/academy/lesson/dreikurs-model-of-social-discipline-in-classrooms.html http://psychologicalresources.blogspot.com/2015/01/social-discipline-model-rudolf-dreikurs.html