Mellisa Garrard
FHS 2600
Due 3/20/2014
Theory Comparison
Erik Erikson’s psychosocial theory of human development examines the personal and
social development of an individual. His theory is broken into eight stages; Trust vs. mistrust,
autonomy vs. doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion,
intimacy vs. isolation, generativity vs. self-absorption, and integrity vs. despair. Erikson
proposed that later problems will occur if balance between the two extremes within each stage is
not achieved.
Abraham Maslow’s theory is called the self-actualization theory. The theory is defined by
Sue Bredekamp as “Maslow’s view that behavior and learning are motivated by a hierarchy of
needs.” The hierarchy of needs are separated into a person’s basic needs and growth needs. Basic
needs include the needs required to sustain life: physical needs and psychological safety and
security. Growth needs include: sense of belonging and love, self-esteem and respect for others,
and self-actualization.
Jean Piaget’s constructivist learning theory is a theory on how children learn. Bredekamp
states that Piaget viewed children as “little scientists who hypothesize about how the world
works, and continually test and refine their own theories (Piaget, 1955).” Piaget also believed
that all children have the ability to organize their experiences and make sense of them, to
scheme. The schemes change as children go through hands-on physical experiences and social
interactions with others to help clarify their thoughts.
Piaget also believed there are three different kinds of knowledge that are acquired in
different ways. The three kinds of knowledge are physical, logico-mathematical, and social
conventional. His theory is also broken into four stages of cognitive development; sensorimotor,
preoperational, concrete operational, and formal operational. Piaget believed certain tasks are not
accomplishable based on the stage the child is in. However, Bredekamp states that researchers
have found this to be untrue in certain circumstances.
Lev Vygotsky’s sociocultural theory is that children learn through social interactions
within their culture. He also “viewed development as a continuous process driven by learning”
(Bredekamp). His theory explains that cognitive development involves six things: zone of
proximal development, scaffolding, social construction of knowledge, language and other
symbol systems, self-regulation, and play.
Erikson’s and Maslow’s theories are primarily applicable to a person’s social and
personality development, as well as their motivation to learn. Piaget’s and Vygotsky’s theories
are most applicable to a person’s cognitive development. However, all four theories apply to a
person’s social-emotional development.
B.F. Skinner’s theory is that behavior is controlled by the consequences of an action that
follow the behavior. His theory is called behaviorism. Behaviorism is a learning theory, not a
developmental theory like Erikson’s, Maslow’s, Piaget’s, and Vygotsky’s theories.
The Reggio Emilia Approach is an example of putting theories of learning and
development into practice. The core components to this approach are: the image of a child,
children’s relationships and interactions, the role of parents, the role of space: an amiable school,
teachers and children as partners in learning, curriculum as a process of inviting and sustaining
learning, the many languages of children, learning through projects, and the power of
documentation.
Vygotsky’s theory helps me understand children better because it explains why pretend
play is so important and valuable. I had a hard time with Piaget’s theory because of the section in
our text about the criticisms of his theory. For example, because all children learn differently and
at different rates, I don’t believe that all children can’t be concrete thinkers while in the
preoperational stage.
Works Cited
Sue Bredekamp. Effective Practices in Early Childhood Education: Building a Foundation (2nd
Edition). Upper Saddle River, NJ: Pearson, 2013.