Freud
Psychoanalytic
approach in which
early stages of
development were
emphasized
Biological and
genetic factors were
significant
If at any stage the
need is under or over
gratified, the
individual may
become fixated at
that stage
Included 5
psychosexual stages
1. Oral (Birth
to 1.5 years
old) –
exploration
through
means of the
mouth. If
fixation
occurred,
individual
may have
dependency
issues
2. Anal (1.5 –
3) – learning
to control
bowel
movements
3. Phallic (3-6)
– focus on
genitals and
learning
about
Erikson
Psychoanalytic with
emphasis on
environment in which
early and later stages
of development were
emphasized
Viewed each stage of
development as a
favorable or
unfavorable outcome
1. Trust vs.
Mistrust – the
world is good
and safe;
favorable
outcome
produces
secure
attachment to
caregiver(s)
2. Autonomy vs.
Shame/Doubt
(1-3) – ability
to assert
independence;
unfavorable
outcome from
restraint
produces
shame/doubt
3. Initiative vs.
Guilt
(preschool) –
challenges in
the social
world
4. Industry vs.
Inferiority
(elementary) –
acquire life
Piaget
Vygotsky
B.F. Skinner
Bandura
Cognitive theory in which
children are actively
construing their
understanding of the
world
Sociocultural
cognitive
theory of
development
in which
culture and
social aspects
guide
cognitive
development
Behavioral
theory where
the main
regard is
operant
conditioning
–
consequences
of a behavior
changes the
probability
that the
behavior will
occur or not
occur
Social cognitive theory
in which children learn
through imitating and
modeling people in
their environment
Includes discrete stages of
qualitative development
rather than quantitative
1. Sensorimotor
stage (Birth – 2) –
coordinate their
sensory input and
motor responses
in order to act
upon and learn
environments;
object
permanence noted
as main
achievement –
where children
are aware that
object still exists
even if hidden
2. Preoperational (27) – become
increasingly
proficient at
creating and using
mental symbols
(images, pictures,
numbers) to make
sense of the
world; cannot
think logically at
this stage;
children are
engaging in
pretend play
Children
learn by ways
of inventions
of society e.g.
some
societies learn
math through
calculators
while others
by running
their own
produce
stores
Development
has no stages
and is varying
among
cultures
Principle of
Zone or
Proximal
Development
– children
learn through
guidance of a
more
experienced
person
If behavior is
reinforced,
then it is
more likely to
occur again.
If behavior is
punished,
then it is less
likely to
occur again.
Emphasized
development
through
behaviors and
not cognition
Places emphasis on
both environment and
cognition
Theory illustrated in
the Bobo Doll
experiment
 Pretested
children for
baseline
aggression
 Split two
groups: one
group exposed
to aggressive
actions
towards Bobo
doll, while the
other group
exposed to
non-aggressive
model and
played with
Bobo doll
nicely
 Children who
were exposed
to more
aggressive
environment
were more
likely to
perform
aggressive
actions to the
doll
Bronfenbrenner
Ecological systems
theory in which
development is
influenced primarily by
environmental systems
1. Microsystemimmediate
surroundings
that allow direct
interactions
where an
individual is able
to construct their
interactions e.g.
family, daycare,
peers, neighbors
2. Mesosystem –
connections or
interrelationships
e.g. family
experiences
transferring to
peer
experiences; a
child who has
insecure
attachment to
parents may
have trouble
forming positive
peer
relationships
3. Exosystem –
connections
between an
individual’s
direct
environment and
an outside
influence e.g.
caregiver
male/female
differences.
Oedipus Rex
complex
arises
4. Latency – (6
to puberty)
sexual
interests are
repressed in
order to
grow in
social and
intellectual
skills.
Fixation can
develop into
immaturity.
5. Genital
(puberty
onwards) –
source of
pleasure
extends
beyond
family
members
Weaknesses – too
abstract and difficult
to test scientifically
skills such as
math and
literacy
5. Identity vs.
Role
Confusion
(adolescence)
– the search
for identity
and that
commitment to
a specific
identity
6. Generativity
vs. Stagnation
(middle
adulthood) –
having a job,
investing in
yourself
7. Integrity vs.
Despair (late
adulthood) –
reflection of
the past
3. Concreteoperational (7-11)
– internal mental
activities that
require logic; e.g.
conservation knowing that
juice in a narrow
glass is the same
amount of juice in
a short stubby
glass
4. Formaloperational (1112+) – thinking
extends beyond
factual/observable
and thinking can
be hypothetical
Weaknesses – do not
consider cultural and
social aspects across
cultures
Weaknesses – limited
to Western culture;
abstract
References
Mcleod, S. (2018, June 6). Theories of Development. Retrieved from https://www.simplypsychology.org/piaget.html
Santrock, J. W. (2018). A topical approach to life-span development. New York, NY: McGraw-Hill Education.
working more
hours with less
time at home can
influence
development
4. Macrosystem –
larger cultural
context where
development
occurs e.g. laws
in society