Theories of development

Developmental Systems Perspective Bio-Ecological Developmental Systems Perspective Urie Bronfenbrenner

Cognition and Modeling A Different Perspective: Cognitive Behaviorism (Social Learning Theory) Albert Bandura Cognition and Modeling Learn by modeling (imitating) others We model people who are nurturant, or involved with us. We model those whom we perceive as being like us. e.g., At about age 2, gender identification and gender- specific behaviors develop. Our perceptions about reinforcers (rewards) determine our behavior.

Bandura: Cognitive Behaviorism Self-Efficacy Our belief in our competence Our sense that through our own efforts, we can be successful at a given task A strong sense of self-efficacy is an important factor in healthy child development. How can we enhance self-efficacy during childhood and at any time of life?

Behaviorism: The Original “Nurture” Theory Traditional Behaviorism: John Watson and B. F. Skinner Nurture is all important! A real science: study observable, measurable responses If we understand the scientific laws of learning, we can produce any behavior we want!

B. F. Skinner: Operant Conditioning Conditioning = Learning Operant Conditioning The law of learning that determines any voluntary response Variable reinforcement schedules We behave a certain way because we are reinforced (rewarded) for certain behaviors. Any behavior that is reinforced is likely to be repeated. Any behavior that is not reinforced is likely to be extinguished.

Age-Linked Theories: Piaget Cognitive-Developmental Theory Qualitatively different stages exist in the way thinking develops (different age groups conceptualize the world in completely different ways). Schemas (cognitive structures) Assimilation, Accommodation Studies focused on children

Cognitive Development: Piaget Tried to understand the unique qualities of childhood cognition by entering children’s mental framework, setting up tests, watching children’s actions, and listening to them speak Believed that we grow mentally through assimilation, fitting information from the outside world into our “schemas” (or current mental capacities), and accommodation, enlarging our capacities to fit in this “data” from the world

Attachment Theory (mid-20th Century): Nature, Nurture, and Love Formulated by John Bowlby Shared Freud’s psychoanalytic view: Early life experiences with caregivers shape our personality. Determines whether we become well-adjusted or emotionally impaired adults Bowlby’s Main Focus: “attachment response” Bowlby was an early evolutionary psychologist. Attachment response is genetically programmed into our species to promote survival. Early attachments affect development.

Age-Linked Theories: Freud Psychoanalytic Theory Analyzes our psyche or “inner life” Deterministic: “mothering” during first five years determines adult personality and mental health Id, Ego, Superego Age-Linked Stages Focus on erogenous zones Oral, Anal, Phallic, Latency Therapy = Psychoanalysis

Psychosocial Development: Erikson Considered “the father of lifespan development” Believed we continue to develop throughout life Exception to Freud’s idea that development ends in adolescence Identified core developmental tasks, or psychosocial tasks, for each of eight stages from infancy to old age Believed that we need to master the task of each previous stage in order to progress to the next

A Preview of Erikson’s Stages