Influential theorists of child development
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Influential Theorists of Child Development
By: Kathleen Cate S. Sumbilon
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What is Human Development?
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Human Development Theory
– is a way to describe what happens as individuals move from infancy through adulthood;
-identifying significant events that are commonly experienced by all people; and
- explaining why changes occur as they do
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Erik Erikson (1902- 1994)
- A follower of Sigmund Freud’s theory;
- Describe as thoughtful,energetic,magnetic and a scholarly thinker and prolific writer;
- Formulated the theory of psychosocial theory
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Erik Erikson (1902- 1994)
“It is human to have a long childhood; it is civilized to have an even longer childhood.”
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Psychosocial Theory
-the branch of psychology;
- development is describe in terms of eight stages that span childhood and adulthood; and
- Each offering opportunities for personality growth and development.
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Trust vs. Mistrust
- First stage of development;
- Occurred during infancy, in which the child’s needs should met consistently and predictably
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Autonomy vs. Shame and Doubt
- Second stage of psychosocial development;
- Occuring during the second year of life in which toddlers assert their growing motor, language and cognitive abilities by trying to become more independent
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Initiative vs. Guilt
-third stage of psychosocial development;
-occuring during the preschool years, in which the child’s curiosity and enthusiasm lead to a need to explore and learn about the world;
-rules and expectations begin to be establish.
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Industry vs. Inferiority
- The fourth stage of development;
- Starting at the end of the preschool years and lasting until puberty;
- The child focuses on development of competence.
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Jean Piaget (1896-1980)
- Formulated the theory of cognitive development.
- One of the most influential forces in early childhood education today.
- Precocious, with his first publication at 10, and Ph.D by 22; Constantly searching for answers; always igneous and inventive in his approach.
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Jean Piaget (1896-1980)
“We should not allow children a completely free rein on the hand, nor channel them too narrowly on the other hand.”
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Cognitive Development
-focuses on how children’s abilities emerge through distinct stages.
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Adaptation
- the process that occurs any time new information or a new experience occurs.
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Disequillibrium
- The lack of balance experienced when existing mental structures and new experience do not fit exactly.
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Equillibrium
- The state of balance each person seeks between existing mental structures and new experiences.
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Assimilation
- One form of adaptation, which takes place when the person tries to make new information or a new experience fit into an existing concept.
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Accommodation
-one form of adaptation which takes place when an existing concept is modified or a new concept is formed to incorporate new information or a new experience.
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Organization
- The mental process by which a person organizes experiences and information in relation to each other.
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Schemata
-cognitive structures into which cognitive concepts or mental representations are organized.
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Stage theorist
-any theory that delineates specific stages in which development is marked by qualitatively different characteristics and accomplishments.
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Representation
-the ability to depict an object, person, action, or experience mentally, even if it is not present in the immediate environment.
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Logical Thinking
- The ability that begins to emerge around seven in which children use mental processes to solve problems rather than relying solely on perceived information.
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Abstract Thinking
-the ability to solve a variety of problems abstractly, without a need to manipulate concrete objects.
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Object Performance
-the recognition that objects exist even, when they are out of view.
-a concept that children begin toward the end of their first year of life.
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Piaget’s Period of Cognitive Development
Stage1. Sensorimotor Period(0 to 2 years)
-characterized by motor behavior through which schemata is formed;
Examples: relies on coordination of senses and movement and beginning to understand the relationship of objects in order to learn about it.
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Piaget’s Period of Cognitive Development
Stage2. Preoperational Stage (2 to 7 years)
- Language and representation is developed during this period;
- Have an egocentric view of the world;
- Role playing.
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Piaget’s Period of Cognitive Development
Stage3. Concrete Operations Period (7 to 11 years)
- Develops logical thinking.
- Able to reverse operations (5-3= 2 or 3+2= 5)
- Practice conservation-recognize.
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Piaget’s Period of Cognitive Development
Stage 4. Formal Operations Period (11 to 15 years)
- Final period
- Characterized by sophisticated abstract thinking and logical reasoning abilities applied to physical as well as social and moral problems.
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B. F Skinner (1904-1990)
-Formulated the theory of behaviorism;
-believe that behavior can be changes or modified by manipulating the environment which includes both physical and social components.
- Ambitious, goal driven, persistent; seen as the “Darth Vader” of psychology by some, as a brilliant innovator by others.
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B. F Skinner (1904-1990)
“Teaching is the expediting of learning: A person who is taught learns more quickly than one who is not.”
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Operant Conditioning
-a person deliberately attempts to increase or decrease behavior by controlling
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Reinforcement
- Any response that follows a behavior that encourages repetition of that behavior.
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Positive Reinforcement
-includes any immediate feedback (either through tangible or non tangible means) to children that their behavior is valued.
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Social Reinforcer
-a reward that conveys approval through such responses as a smile, hug, or attention.
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Shaping
- Used to teach a child a new behavior by breaking it down into small steps and reinforcing the attainment of each step systematically.
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Extinction
-a method of eliminating a previously reinforcement behavior by taking away all reinforcement for instance, by totally ignoring the behavior.
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Punishment
-an aversive consequence that follows a behavior for the purpose of decreasing or eliminating the behavior. (not recommended as an effective means of changing behavior)
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Observable behavior
-actions that can be seen rather than those that are inferred.
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Programmed Instruction
-also called direct instruction
A method of teaching in which the teacher determines exactly what the children should learn, devises a sequence of learning activities and it teaches directly by controlling the information according to children’s responses.
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Lev Semanovich Vygotsky (1896-1934)
- Formulated the Sociohistoric Theory.
- Focuses on cultural and historical context within which a child socialized.
- An intense yet very social person with the capacity to inspire others; deeply interested to a variety of fields and topics, many of which he mastered.
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Lev Semanovich Vygotsky (1896-1934)
“The maturation of a child’s higher mental fucntions occurs… through the adult’s assistance and participation.”
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Sociohistoric Theory
- Gives prominence to the social, cultural and historic context of child development.
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Zone of Proximal Development (ZPD)
-This zone represents tasks, a child cannot yet do by herself but which she can accomplish with the support of an older child or adult.