CD1 Introduction to theories of development
Transcript of CD1 Introduction to theories of development
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CD1
Introduction to theories of
development
September 13 2016
Minodora Grigorescu
Mothercraft College
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Agenda
• Quiz
• Freud
• Erikson
• Piaget
• Vygotsky
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If I had my child to raise over again
By Diane Loomans
If I had my child to raise over again,
I’d finger paint more, and point the finger less.
I’d do less correcting, and more connecting.
I’d take my eyes off my watch, and watch with my eyes.
I would care to know less, and know to care more.
I’d take more hikes and fly more kites.
I’d stop playing serious, and seriously play.
I would run through more fields, and gaze at more stars.
I’d do more hugging, and less tugging.
I would be firm less often, and affirm much more.
I’d build self-esteem first, and the house later.
I’d teach less about the love of power,
And more about the power of love.
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Theories and theorists
• Psychoanalytic – Freud
– Erikson
• Cognitive – Piaget
– Vygotsky
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• Freud – Known for his proposal that personality has 3 structures
• Erikson – Known for the 8 stages during life span
• Piaget – Known for the 4 stages in children’s development
• Vygotsky – Known for the Zone of Proximal Development
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Developmental theories
• Study changes in behaviour and abilities
that happen as development proceeds
• Have two basic goals: description (
identifying behaviour at each point
throughout the development continuum)
and explanation (determining causes and
processes that produce changes in
behaviour)
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Example
When do babies begin to detect objects?
• Take into consideration: genetics, social
and physical environment, brain
characteristics, experiences.
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Rapid development
• Takes place during the first part of life
• Involves: physical growth, social
interactions, language acquisition, memory
abilities, etc, covering all developmental
areas.
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Long term influences
• Early experiences affect an individual’s
later development
• Self reflections
• Sharing thoughts
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Sigmund Freud
• Born 6 May 1856
• Freiberg in Mähren, Moravia (now part
of the Czech Republic), Austrian
Empire
• Died 23 September 1939 (aged 83)
• London, England, UK
• Residence Austria, UK
• Nationality Austrian
• Fields Neurology
• Psychotherapy
• Psychoanalysis
• Institutions University of Vienna
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Psychoanalytic - Freud
• Development primarily unconscious
• Early experiences with parents shape (and dictate) development
• Distinct stages – Follows “discontinuity” path
– Stages are defined by the seeking of pleasure (i.e., sexual in nature) and the avoidance of pain
– Oral – Anal – Phallic – Latency - Genital
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Freud’s (1856-1939)
Psychosexual stages • Birth to 1.5 yrs. – Oral
Pleasure is associated with mouth- sucking
produces pleasure
• 1.5 – 3yrs. – Anal
Physical pleasure associated with bowel
movements and later from withholding
them
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Freud proposed that personality has 3
structures: • ID no morality
• Ego “executive branch” of personality,
starting reasoning, still no morality
• Superego this is our “ conscience” and
developing moral reasoning, what is right
or wrong
• He concluded that children’s problems are
related to early experiences
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Video
• http://www.youtube.com/watch?v=pn9zco
Cwtl0
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Eric Erikson
• Born 15 June 1902
• Frankfurt am Main, Germany[1]
• Died 12 May 1994 (aged 91)
• Harwich, Cape Cod, Massachusetts[1]
• Citizenship American
• Fields developmental psychologist
• Institutions Harvard Medical
School
• Known for theory on social
development
• Influences Sigmund Freud, Anna
Freud
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Theorists
• Erick Erikson ( 1902- 1994) and his
Psychosocial Theory
• Based on Freud’s theory
• His work continues to be of interest today
• He believed that we cannot understand
personality development without
considering the environment
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Erikson
• Birth to 1.5 yrs- Basic Trust vs. Mistrust
Characteristics: infants must form trusting
relationships with caregivers. If care is
inadequate, mistrust develops instead.
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Erikson
• 1.5- 3 yrs.- Autonomy vs. shame
Characteristics: as toddlers master
various skills- walking, toileting, self help
skills- begin to develop feelings of
autonomy and self- control. Failure to
meet expectations can lead to shame and
doubt.
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Autonomy vs Shame/doubt
• What strategies can use when working
with toddlers to foster autonomy?
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Jean Piaget
• Born 9 August 1896
• Neuchâtel, Switzerland
• Died 16 September 1980 (aged 84)
• Geneva, Switzerland
• Fields Developmental Psychology,
Epistemology
• Known for Constructivism,
Genetic epistemology, Theory of
cognitive development, Object
permanence, Egocentrism
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Piaget ( 1896- 1980)
• His ideas remain largely accepted today
• Came up with the term
Genetic epistemology = studying
children’s knowledge and how it changes
with development ( interest in how children
think)
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Piaget
• Developed his own research technique
Clinical method = semi structured interview
with questions designed to probe
children’s understanding of various
concepts
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Sensorymotor stage
Cognition during infancy • Birth to 2 yrs.
• Clinical study on his 3 children
• Strengths: observations and longitudinal
study on the same child throughout
continuum
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The six Substages
• Substage 1: Exercising reflexes ( birth to 1
month)
• Please review basic reflexes
• Assimilation of new information change
the behaviour in response to these new
experiences as they begin to
accommodate
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Substage 2
• Developing schemes ( 1- 4 months)
• Reflexes to sensorymotor schemes =
cognitive structures of infancy
• Role of action in intelligence- very
important!
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• Schemes undergo two sorts of
development during the second substage:
1.Individual schemes become progressively
refined
2.Coordination of initially independent
schemes ( coordination of hearing and
vision- involvement of sensory modes:
sight, hearing, touch, taste, smell)
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Substage 3
• Discovering procedures ( 4 to 8 months)
The infant discovers procedures for
reproducing interesting events.
The infant is beginning to develop a kind of
knowledge- What he can do to produce
desirable outcomes, implied by the term
accidentally.
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Substage 3
• Experience after the fact grasp of
causality, reproduction of “accidental”
outcome
• The infant cannot figure out in advance
how to produce interesting effects.
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Substage 4
Intentional behaviour (8 to 12 months)
• The infant demonstrates the first genuinely
intentional behaviour
• Intentional behaviour involves the ability to
separate means and end ( the infant must
be able to use one scheme as a means to
lead to some other scheme, which then
becomes the goal) – Adler and Miller (
2009)
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Substage 5
Novelty and exploration (12 to 18 months)
“the discovery of new means through active
exploration”
• Trial and error is a very active process
• The high chair experiment: the child drops
the spoon again and again- active
experimentation helps them to learn about
the world
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Object permanence
• The child still has limitations but if he/she
can see the movement of the object will
handle it!
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Substage 6 ( 18- 24 Months)
• Before this stage, adaptation played an
important role
• Gaining capabilities of mental
representation or symbolic functioning
emerges
• Mental problem solving begins to replace
overt trial and error
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Object permanence
• If the movements are not visible- invisible
displacement ( as labelled by Piaget)
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Lev Vygotsky
• Born November 17 [O.S. November 5]
1896 – June 11, 1934)
• was a Soviet psychologist, the founder
of cultural-historical psychology, and
the leader of the Vygotsky Circle.
• Known for ZPD, private speech,
psychology of play
• Criticized during his life time
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Socio-Cultural Cognitive -
Vygotsky
• Culture and social interactions guide
development
• Cognitive skills mediated by language
– Language is a tool
• Cognitive skills have origins in social
relationships
– Understand children in social and cultural context
– Reading with a parent – reading skills and
importance of reading as social value
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Table exercise
• Based on your knowledge, choose a
theorist from the agenda and explain
how you plan to use his theory when
working with infants or toddlers.
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Children learn what they live
• If a child lives with criticism he learns to
condemn
• If a child lives with hostility he learns to
fight
• If a child lives with ridicule he learns to be
shy
• If a child lives with tolerance he learns to
be patient
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Continue…
• If a child lives with encouragement he
learns confidence
• If a child lives with praise he learns to
appreciate
• If a child lives with fairness he learns
justice
• If a child lives with security he learns to
have faith
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Continue…
• If a child lives with approval he learns to
like himself
• If a child lives with acceptance and
friendship he learns to find love in the
world
• If you believe in me, I will believe in you
• I am who I am meant to be. I am loved just
because I am me.