CHAPTER 3: Understanding and Using Theories Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

What are theories? Possible explanations of information, observations, and life experiences Provides continuity between present and past events and ways to anticipate future events

Our theoretical framework The primary importance of relationships for early development The transactional nature of development The effect of early experience on later development The effect of the wider ecology on development

Relationship-based theory Dimensions of relationships Content of the interactions Diversity of the interactions Qualities of the interactions Qualities that emerge from relative frequency and patterning of different types of interactions Complementarity vs. reciprocity Intimacy Interpersonal perception Commitment (Hinde, 1992)

Ecobiodevelopmental theory American Association of Pediatrics Epigenetics -The process by which a gene is “told” whether or not to turn on (express itself). Early experiences build the architecture of the brain. Health, parenting, and educational supports

Transactional theory “Bidirectional, reciprocal relationships between infants and their caregivers” Infant stimulates parent through appearance or behavior Parent attributes meaning to message Parent reacts with some form of caregiving (Sameroff and MacKenzie, 2003)

Bioecological systems theory (Bronfenbrenner, 2002)

Theories of emotional development A sense of self and relationship with others Psychosocial development The hierarchy of human needs Separation and individuation Attachment theory

Theory of psychosocial development Erik Erikson 8 age-related stages Each stage’s unique biological, social and cognitive needs evoke a developmental crisis or conflict that requires resolution

Erikson’s psychosocial conflicts Age range Basic conflicts Birth- 18 months Trust vs. mistrust 18 months – 3 years Autonomy vs. doubt, shame 3 to 6 years Initiative vs. guilt 6 – 12 years Industry vs. inferiority Adolescence Identity vs. role confusion Young adulthood Intimacy vs. isolation Middle age Generativity vs. stagnation Old age Integrity vs. despair

Hierarchy of human needs Abraham Maslow

Described in more detail in Chapter 6. Attachment theory John Bowlby and Mary Ainsworth Children use the relationship with an adult in order to feel safe and explore and learn. Described in more detail in Chapter 6.

Interpersonal development theory Daniel Stern offers a theory of emotional development. An experience of being occurs with a sense of: Self-agency (an ability to make things happen) Self-coherence (sense of being a complete entity Sense of continuity Being with others

Theories of cognitive development Learning about the world Constructivist theory Sociocultural theory Core knowledge theory

Constructivist theory Jean Piaget Schemas – mental structures of current understanding of the world. Assimilation – using existing schemas to understand new experiences Accommodation – creating new schemas when existing ones fail to explain the information Equilibrium – schema and information are in balance Disequilibrium – schema are not adequate for the information

Piaget’s Stages of cognitive development Sensorimotor (Birth – 2 years) Motor actions for exploration Preoperational ( 3 – 7 years) Use of symbols – language/ pretend play Magical thinking Concrete operations (7 – 10 years) Logical understanding about concrete things Operational thinking (Early adolescence) Abstractions, theoretical thinking

Substages of sensorimotor development

Lev Vygotsky Sociocultural theory Adult partner provides just enough help and information for child to solve problems independently. Zone of proximal development Scaffolding Role of culture in learning

Elizabeth Spelke Core knowledge theory Humans have evolved with inborn systems or brain structures ready to learn about those things necessary to survival. Objects Agents Number Geography

Theories of language development Kuhl’s Perceptual Mapping Model Infants are able to figure out –or compute- the structure of language Social Interaction Theory The social environment interacts with biology to influence language development

A theory of motor development: Learning to move to move Karen Adolph overcome gravity, have the strength to support her own weight, and balance and coordinate body parts. readjust to constantly changing skills, size, and environments

Applying theories to programs Child development Relationship-based