Child Development Theories Research has shown that early childhood may be the most important life stage for brain development. A baby’s brain is about one quarter the size of an adult brain. Scientists have found that babies’ brains develop in response to stimulation. Arouses senses such as sight, sound, touch, taste, and smell. Babies who are stimulated develop more quickly and have a more secure self-image. What is a theory? • • A theory should allow us to predict and explain human behavior It should be stated in such a way that it can be shown to be false It must be open to scientific investigation Although researches don’t always agree, scientific researchers have agreed upon the five following general rules. Development builds upon earlier learning. Development proceeds at an individual rate. The different areas of development are interrelated. Development is a lifelong process. Psychoanalytic Theories: Freud’s Psychosexual Theory Personality has 3 parts There are 5 stages of psychosexual development Oedipus complex allows child to identify with same-sex parent Fixation is an unresolved conflict during a stage of development Freudian Stages Birth to 1½ yrs 1½ to 3 yrs 3 to 6 years 6 yrs to puberty Puberty onward Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage Infant’s pleasure centers on mouth Child’s pleasure focuses on anus Figure 2.1 Child’s pleasure focuses on genitals Child A time of represses sexual sexual reawakening; interest source of and develops sexual social and pleasure intellectual becomes skills someone outside of the family Erikson’s Psychosocial Theory: There are 8 stages of psychosocial development Each has a unique developmental task Developmental change occurs throughout life span Key points of psychoanalytic theories: Early experiences and family relationships are very important to development Unconscious aspects of the mind are considered Personality is best seen as a developmental process Erikson’s Eight Life-Span Stages Erikson’s Stages Developmental Period Trust vs Mistrust Infancy (first year) Autonomy vs shame & Infancy (1 to 3 years) doubt Initiative vs guilt Early childhood (3 to 5 years) Industry vs inferiority Middle and late childhood Identity vs identity Adolescence (10 to 20 years) confusion Intimacy vs isolation Early adulthood (20s, 30s) Generativity vs Middle adulthood (40s, 50s) stagnation Integrity vs despair Late adulthood (60s onward) Figure 2.2 Cognitive theories: Piaget’s cognitive developmental theory Stresses conscious mental processes Cognitive processes are influenced by biological maturation Four stages of cognitive development in children Assimilation and accommodation underlie how children understand the world, adapt to it, and organize their experiences Piaget’s Four Stages of Cognitive Development Sensorimotor Stage: The infant constructs an understanding of the world Birth to 2 by coordinating sensory experiences with physical years of age actions: progressing from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of the stage. Preoperational Stage: 2 to 7 years of age The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action. Concrete Operational Stage: 7 to 11 years The child can now reason logically about concrete of age events and classify objects into different sets. 11–15 years of age through adulthood Figure 2.3 Formal Operational Stage The adolescent reasons in more abstract idealistic and logical ways. Vygotsky’s sociocultural cognitive theory Children actively construct their knowledge Social interaction and culture guide cognitive development Learning is based upon inventions of society Knowledge is created through interactions with other people and objects in the culture Less skilled persons learn from the more skilled Information-processing theory Compares computers to the human mind Thinking is information processing Information-Processing Theory geography literature science INPUT OUTPUT Information is taken into brain history math religion Information is used as basis of behaviors and interactions Information gets processed, analyzed, and stored until use Bandura’s Social Cognitive Model Behavior Person (cognitive) Figure 2.4 Environment Bandura’s Modeling/Imitation Child observes someone admired Child imitates behavior that seems rewarded Urie Bronfenbrenner’s ecological theory: Environmental factors influence development 5 environmental systems affect life-span development Eclectic theoretical orientation: Selects features from other theories No one theory has all the answers Each theory can make a contribution to understanding life-span development Political philosophy Exosystem Mesosystems School system Family School & classroom Chronosystem Religion & groups Peer group Bronfenbrenner’s Ecological Theory of Development Macrosystem Figure 2.5 Observed correlation: as permissive parenting increases, children’s self-control decreases Permissive parenting causes Children’s lack of self-control Children’s lack of self-control causes Permissive parenting Other factors, such as genetic tendencies, poverty, and sociohistorical circumstances Permissive parenting cause both and Children’s lack of self-control Possible Explanations for Correlational Data Figure 2.9 Group 1 Time playing video games: 2 hours each day More playful and sociable Group 2 Time playing video games: 6 hours each day More aggressive and antisocial Heredity – only 10% of intellectual development Environment – approximately 90% of intellectual potential development Children learn attitudes, beliefs, and cognitive neural connections from their environments
