8/29/20151 Theories of Human Development

8/29/20152 Theories  What is a theory?  Orderly set of ideas which describe, explain, and predict behavior.  Why are theories important?  To give meaning to what we observe.  As a basis for action --finding ways to improve the lives and education of children.  What is a theory?  Orderly set of ideas which describe, explain, and predict behavior.  Why are theories important?  To give meaning to what we observe.  As a basis for action --finding ways to improve the lives and education of children.

Origins of Child Development Theories  6th -15th centuries Medieval period Preformation's: children seen as little adults. Childhood is not a unique phase. Children were cared for until they could begin caring for themselves, around 7 years old. Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)  6th -15th centuries Medieval period Preformation's: children seen as little adults. Childhood is not a unique phase. Children were cared for until they could begin caring for themselves, around 7 years old. Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)  20th Century Theories about children's development expanded around the world. Childhood was seen as worthy of special attention. Laws were passed to protect children, 8/29/20153

Outline of 20th Century Theories  Psychoanalytical Theories  Psychosexual: Sigmund Freud  Psychosocial: Erik Erikson  Behavioral & Social Learning Theories  Behaviorism: Classical Conditioning -John Watson & Operant Conditioning -B.F. Skinner  Social Learning -Albert Bandera  Biological Theories  Maturationism: G. Stanley Hall & Arnold Gesell  Ethology: Konrad Lorenz  Attachment: John Bowlby  Psychoanalytical Theories  Psychosexual: Sigmund Freud  Psychosocial: Erik Erikson  Behavioral & Social Learning Theories  Behaviorism: Classical Conditioning -John Watson & Operant Conditioning -B.F. Skinner  Social Learning -Albert Bandera  Biological Theories  Maturationism: G. Stanley Hall & Arnold Gesell  Ethology: Konrad Lorenz  Attachment: John Bowlby 8/29/20154

Outline of 20th Century Theories  Cognitive Theories  Cognitive Development: Jean Piaget  Socio-cultural: Lev Vygotsky  Information Processing  Systems Theories  Ecological Systems: Urie Bronfenbrenner  Cognitive Theories  Cognitive Development: Jean Piaget  Socio-cultural: Lev Vygotsky  Information Processing  Systems Theories  Ecological Systems: Urie Bronfenbrenner 8/29/20155

Psychoanalytical Theories  Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations. 8/29/20156

Sigmund Freud  Psychosexual Theory Was based on his therapy with troubled adults. He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives. 8/29/20157

Erik Erikson Psychosocial Theory Expanded on Freud's theories. Believed that development is life-long. Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict. Psychosocial Theory Expanded on Freud's theories. Believed that development is life-long. Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict. 8/29/20158

Stage Theories of Development: Personality  Stage theories, three components  progress through stages in order  progress through stages related to age  major discontinuities in development  Erik Erikson (1963)  Eight stages spanning the lifespan  Psychosocial crises determining balance between opposing polarities in personality  Stage theories, three components  progress through stages in order  progress through stages related to age  major discontinuities in development  Erik Erikson (1963)  Eight stages spanning the lifespan  Psychosocial crises determining balance between opposing polarities in personality

Figure Stage theories of development

Erikson’s 8 Stages of Development  Identified 8 stages:  Basic trust vs mistrust (birth -1 year)  Autonomy vs shame and doubt (ages 1-3)  Initiative vs guilt (ages 3-6)  Industry vs inferiority (ages 6-11)  Identity vs identity confusion (adolescence)  Intimacy vs isolation (young adulthood)  Generativity vs stagnation (middle adulthood)  Integrity vs despair (the elderly)  Identified 8 stages:  Basic trust vs mistrust (birth -1 year)  Autonomy vs shame and doubt (ages 1-3)  Initiative vs guilt (ages 3-6)  Industry vs inferiority (ages 6-11)  Identity vs identity confusion (adolescence)  Intimacy vs isolation (young adulthood)  Generativity vs stagnation (middle adulthood)  Integrity vs despair (the elderly) 8/29/201511

Figure Erikson’s stage theory

Cognitive Theories Beliefs that describe how children learn 8/29/201513

Jean Piaget Cognitive development theory  Children "construct" their understanding of the world through their active involvement and interactions.  Studied his 3 children to focus not on what they knew but how they knew it.  Described children's understanding as their "schemas” and how they use:  assimilation  accommodation. 8/29/201514

Piaget’s Cognitive Development Stages  Sensori-motor  Ages birth -2: the infant uses his senses and motor abilities to understand the world  Preoperation  Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language  Concrete operations  Ages 7-11; the child uses logical operations or principles when solving problems Formal operations  Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions  Sensori-motor  Ages birth -2: the infant uses his senses and motor abilities to understand the world  Preoperation  Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language  Concrete operations  Ages 7-11; the child uses logical operations or principles when solving problems Formal operations  Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions 8/29/201515

Stage Theories: Cognitive Development  Jean Piaget Assimilation/ Accommodation  4 stages and major milestones  Sensorimotor  Object permanence  Preoperational  Centration, Egocentrism  Concrete Operational  Decentration, Reversibility, Conservation  Formal Operational  Abstraction  Jean Piaget Assimilation/ Accommodation  4 stages and major milestones  Sensorimotor  Object permanence  Preoperational  Centration, Egocentrism  Concrete Operational  Decentration, Reversibility, Conservation  Formal Operational  Abstraction

Figure Piaget’s stage theory

Figure Piaget’s conservation task

Figure The gradual mastery of conservation

The Development of Moral Reasoning  Kohlberg (1976)  Reasoning as opposed to behavior  Moral dilemmas  Measured nature and progression of moral reasoning  3 levels, each with 2 sublevels  Preconventional  Conventional  Postconventional  Kohlberg (1976)  Reasoning as opposed to behavior  Moral dilemmas  Measured nature and progression of moral reasoning  3 levels, each with 2 sublevels  Preconventional  Conventional  Postconventional

Figure Kohlberg’s stage theory

8/29/ The Human Needs Theory  Abraham Maslow

8/29/  If basic needs are met, then the individual can move to higher levels of thought and self- fulfillment.  The base of the triangle represents the basic physiological needs of survival.  Once basic needs are met, a person can move toward self-actualization.  Self-actualization is the realization of one’s own talent and abilities and the achievement of satisfaction in life’s goals and desires.  If basic needs are met, then the individual can move to higher levels of thought and self- fulfillment.  The base of the triangle represents the basic physiological needs of survival.  Once basic needs are met, a person can move toward self-actualization.  Self-actualization is the realization of one’s own talent and abilities and the achievement of satisfaction in life’s goals and desires.

8/29/ Adapted by Kelly Burke, University of Hawaii at Hilo Maslow’s Hierarchy of Needs Source: adapted from Abraham H. Maslow,“A Theory.of Human Motivation,” Psychology Review 50 (1943): Self Actualization Needs Esteem Needs Social Needs Security Needs Physiological Needs

8/29/  Physiological needs: air, food, water, sleep.  Safety & security needs: shelter, security, freedom from fear.  Love/ belonging needs: friends, family, romantic partners.  Self-esteem needs: competence, self-respect, independence.  Self-actualization: freedom from self or cultural restrains, being all one can be. (1% of population)  Physiological needs: air, food, water, sleep.  Safety & security needs: shelter, security, freedom from fear.  Love/ belonging needs: friends, family, romantic partners.  Self-esteem needs: competence, self-respect, independence.  Self-actualization: freedom from self or cultural restrains, being all one can be. (1% of population)