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Nature Nurture
Both genetic factors and the way we are brought up probably influence
our personality
However, different theories put emphasis either on 'nature' (genetic
factors) or 'nurture’ (the way we are brought up)
In Ancient Greek times Plato believed that children were born with knowledge
that could be brought out by education (nature and nurture?)
Charles Darwin (1809-1882)
When his work ‘The Origin of the Species’ was published it became commonly
accepted that humans possessed genetic predispositions for behaviour and
thought (nature). His work not only influenced the field of psychology - it was
also popular for the times (‘Christian’ era).
His theory fitted well with the ‘Christian’ idea that children come from God
(and therefore already endowed with qualities of humanity) – it did not matter
that Darwin himself was an atheist.
Darwin also argued that child development mirrored the evolution of our
species - evolution from primitive times to civilisation. He likened young
children to behaving like primitive man while adults behave in a ‘civilised’
manner (reflecting the progress of our species).
John Locke (1632-1704)
Locks theory was based on the idea that children are born as ‘blank tablets’
(empty vessels). Infants are born psychologically identical but develop
differently because they experience life differently.
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John B Watson (1878-1958)
Watson is known as the father of ‘behaviourism’. He agreed with the ‘baby as
an empty vessel’ theory and said that all very young babies (less than 1 month
old) are exactly the same (ready for modelling by experience). Watson saw the
child as being passive, moulded by society.
Good and Evil
Some theories are based on the idea that we are born ‘evil’ and have to be
made ‘good’. Others assume that we are born ‘good’ with the ability to
become ‘evil’.
E.g. Plato believed that children were born with knowledge that could
be brought out by education
Jean Jacques Rousseau (1712-1778)
Rousseau presented a view opposed to that of the protestant reformists (who
viewed that children had to be taught to be good). His argument was that
children are born essentially good and that a corrupt society resulted in poor
behaviour.
Passive and Active
Behaviourism considers that people behave in a passive way to events that
mould their behaviour. Piaget saw children as being much more active - the
personal events they experienced giving them their ‘meanings’.
Current Theories on Child Development
Modern theories have developed from the older theories previously mentioned:
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1. Freud viewed a child as essentially bad (or at least self-centred) but
born with qualities which are then developed by experience
2. Erikson’s theory views a child as essentially good and active
3. Piaget also views a child as active, with skills that develop from those
present at birth
Key Issues in Developmental Psychology
1. Three domains of psychological development:
i.
ii.
iii.
Physical development
Cognitive development
Psychosocial development
2. Nature versus nurture
3. Continuous versus ‘stage – like’ changes
Continuous Versus ‘Stage – Like’ Changes
Does development just continue from what has already been acquired?
Is it gradual or continuous development?
Are there stages of development in acquiring new skills and behaviours?
Key Theories
1.
2.
3.
4.
5.
Cognitive-Developmental Theories
Psychodynamic Theories
Behavioural Learning and Social Cognitive Learning Theories
Contextual Developmental Theories
Nativist Theories
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1. Cognitive Developmental Theories
These focus on cognitive development:
How thinking and problem solving develop
How cognitive activities contribute to development in general
Piaget’s Age-Stage Theory (Jean Piaget 1896-1980)
Children show qualitatively different levels of comprehension and reasoning at
different ages. The ‘environment’ merely provides information. Everyone
passes through the same 4 stages of development.
Neo-Piagetian Theories
These are variations on Piaget’s theory – for example Case (1991) and Fischer
(1980).
Information Processing Theories
These look at how information is stored, retrieved, organised and manipulated.
They are based around the theory that information is processed more
efficiently as a child develops.
Developmental changes occur in:
i.
ii.
iii.
Cognitive control processes
Meta-cognitive ability
Amount of knowledge
Changes occur continuously in specialised areas as a result of experience.
2. Psychodynamic Theories
These theories all take the stance that development is an active process
influenced by inborn, biological drives and social/emotional experiences
(conscious and unconscious).
These theories have another thing in common - that we pass through stages of
development.
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Freud’s Psychoanalytic Theory
We are born with basic animal unconscious instincts and our development
hinges on transforming these instincts into socially acceptable, rational
behaviour.
Erikson’s Psychosocial Theory
Development is affected by:
Internal psychological factors
Our life circumstances and developmental history
The social, cultural and historical context of our lives
There are 8 psychosocial stages of development based on a sequence of ‘crises’
- resolving a ‘crisis’ is important for healthy social development.
3. Behavioural Learning and Social Cognitive Learning Theories
These theories work from the basis that learning and experience are the
sources of developmental change. Development gradually occurs as we learn
new ‘responses’ as a result of experience. As our individual life experiences
differ, so learning differs.
Behaviourism
Behaviourist theories (e.g. Pavlov & Skinner):
Conditioning (important concept)
We learn by responding to stimuli
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Social Learning Theory
Social Cognitive Learning Theory (e.g. Bandura):
The importance of:
Observational learning
Imitation
Modelling
4. Contextual Development Theories
Development is seen as a process of reciprocal interactions between:
The child
The child’s physical and social environment
Development is continuous and the environment has an important part to play.
Vygotsky’s Theory
As a child interacts with its environment there is gradual personal
development. Children internalise new ways of behaving and thinking through
their interactions.
Ethological Theory
This theory emphasises the role of evolution in development:
Inborn tendencies predispose children to act in certain ways
Interaction with environment, however, moulds behaviour
5. Nativist Theories
Development occurs through interaction between the environment and
in-born, domain-specific modules
The environment has a minimal role
Key theorists
Fodor
Spelke
Chomsky
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