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Theorists and Theories
Valerie A. Schuetta
Concordia University
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The intention of this paper is to provide a profile of five different theorists, their theories
on Childhood Development, and emphasize some of their similarities and differences. Looking
back at the past week, I am amazed at everything I have learned about these theorists. They
include: Jean Piaget, Lev Vygotsky, Erik Erickson, Lawrence Kohlberg, and Carol Gilligan. A
month ago, I could only discuss two or three of them briefly, but not in depth. Today I feel
confident enough to be a part of a discussion on all five and not only discuss their theories, but
compare and contrast them to one another.
Jean Piaget, perhaps my favorite, was born in Switzerland on August 9, 1896. Piaget was
very accomplished during his lifetime and received many honorary degrees. One of his many
achievements included his research in the area of developmental psychology and his overriding
interest in how knowledge grows in each of us. To rationalize his theory to this question, he
believed that knowledge progresses during different stages that supersede one another. These
stages begin in a logical manner in childhood and end in adulthood. Essentially, he believed that
adults have different thought processes than children (A Brief Biography of Jean Piaget, n.d.).
The following is an outline of Piaget’s Stages of Cognitive Development.
1. Sensorimotor stage (infancy). Babies will exhibit their intelligence through motor
activity without the use of symbols. Their knowledge of the world is limited
although it is developing at a fast pace (Huitt& Hummel, 2003). Jensen (2005)
refers to this stage as the “do or die” period where there is a critical window of
opportunity for learning. Huitt&Hummell (2003) also found that some language
abilities may be developed during this stage. At about 7 months, babies develop
object permanence. During this stage, a baby may think an object is gone just
because it is out of their immediate sight. This is also one of the four stages of
development that Jensen (2005) believes children experience one of the critical
windows of opportunity and it is important to provide a healthy environment
where an infant can experience early motor stimulation in the form of movement.
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2. Pre-operational stage (Toddler and Early Childhood). During this stage,
intelligence is shown through the use of symbols, more language is used, and
memory and imagination begin to develop. Egocentric thinking common,
meaning the child only sees things through their perspective (Hutt & Hummel,
2003). This stage resembles Kohlberg’s Stage 1, when a child can only see one set
of fixed rules and punishments (Cherry, n.d.). Compare this to Vygotsky, who
according to Piaget (1962) falsely believed that there might be a connection with
Autism and egocentric thinking. It is during this stage that Jensen (2005), suggests
it is important to read to children, let them discover and learn on their own, teach
them rhymes and the alphabet, talk to them and ask questions, and let them play
with toys that encourage their imagination. This will help them be better prepared
for school.
3. Concrete operational stage (Elementary and early adolescence). This stage is
defined by seven types of conservation including: number, length, liquid, mass,
weight, area, volume). Children demonstrate their intelligence during this stage by
manipulation of symbols related to concrete objects (Huitt& Hummel, 2003).
Egocentric thinking is less prevalent.
4. Formal operational stage (adolescence and adulthood). During this stage,
intelligence is demonstrated through the logical use of symbols related to abstract
concepts (Huitt& Hummel, 2003). Earlier is this stage, there is a return to
egocentric thinking. Jensen (2005) believes that this is also a period when young
adults may make bad choices where drugs and alcohol are concerned. He urges
parent to think positive when influencing their children’s emotional development.
Lev Vygotsky’s theories on Social Development in a child seem to focus more on social
interaction. He theorized that social interaction played a major role in the development of
cognition. He also theorized that the child’s potential for full cognitive development depends on
a “zone of proximal development” (ZPD); and that this development is reached when children
engage in social behavior (Social Development Theory (L. Vygotsky), n.d.). This is an
interesting theory when comparing it with Piaget’s theories, who believed children go through a
fixed set of stages before reaching full cognitive potential (Huitt& Hummel, 2003).
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Erik Erikson was another theorist in the area of Childhood Development, who favored the
“stage” theory (Boeree, n.d.). He agreed with Piaget that children must to through these stages in
order to reach full development. Included in these stages are infant, toddler, preschooler, schoolage child, adolescence, and young adult, middle adult and old adult. Each of these stages
includes psychosocial crisis, significant relations, psychosocial modalities, psychosocial virtues,
and maladaptations and malignancies (Boeree, n.d.). Jensen (2005), also shares this theory of
stage development along with Piaget, Erikson, and Kohlberg.
Carol Gilligan, an internationally known psychologist, had her own set of theories when
it came to moral development. She also defines her theories on moral development in a series of
three stages along with Piaget, Erikson, Kohlberg and Jensen. The major difference between
Gilligan and these four men is that she believed men think in terms of rules and women think in
both caring and relationships (Carol Gilligan (1936-present), n.d.). Her work on the three stages
of moral development include: moral development progressing from selfish to social or
conventional morality, and to post conventional or principled morality (Carol Gilligan (1936present), n.d.). She is widely known for her criticisms of her former research partner, Lawrence
Kohlberg. Kohlberg is well-known in the field of psychology for his stages of moral
development, which are more elaborate than Gilligan’s. His stages of moral development include
6 stages divided by three levels:
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Level One: Pre-Conventional Morality (Stage 1: Obedience or Punishment
Orientation, Stage 2: Self-Interest Orientation).
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Level Two: Conventional Morality (Stage 3: Social Conformity Orientation,
Stage 4: Law and Order Orientation).
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Level Three: Post-Conventional Morality (Stage 5: Social Contract Orientation,
Stage 6: Universal Ethics Orientation) (Crain, 1985).
Her main criticisms of Kohlberg stemmed from the fact that he left women out of his studies.
She was not just criticizing the fact that he ignored the female population, but she felt women
represented half of the population. Kohlberg based his Six Stages of Moral Development in the
tradition of Piaget’s stage theory.
After studying and researching all five of these developmental theorists, it is obvious that
they had much in common, although there were some criticisms about each other. For example,
Gilligan’s criticism of Kohlberg’s research methods. Piaget was also known to criticize
Vygotsky and vice versa. I believe after analyzing all of their work in the field of Child
Development, they all made positive contributions that made an impact in this very important
field.
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References
A Brief Biography of Jean Piaget (n.d.).Retrieved from www.piaget.org/about Piaget.html.
Boeree, G.C. (n.d.) Retrieved from webspace.ship.edu/cgboer/piaget.html.
Carol Gilligan (1936-present), n.d. Retrieved from: www.webster.edu/~woolflm/W.html.
Cherry, K. (n.d.).Retrieved from About.com Guide.
Huitt, W. & Hummel, J. (2003).Piaget’s theory of cognitive development. Educational
psychology interactive.
Jensen, E. (2005). Teaching with the Brain in mind.Alexandria: Association for Supervision and
Curriculum Development.
Piaget, J. (1962). Comments on Vygotsky’s critical remarks concerning the language and
thought of the child, and judgment and reasoning in the child. Massachusetts Institute
of Technology.
Social Development Theory (L. Vygotsky), n.d. Retrieved from:
www.instructionaldesign.org/theories/socialdevelopment.htmlwww.instructionaldesign.o
rg/theories/social-development.html.
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