Child Development theory Flashcards
Behavioral Theory
- John B. Watson
- B.F.Skinner
- Albert Bandura
development throughout life is motivated by inner, unconscious forces, stemming from childhood, over which we have little control
Cognitive Theory
1. Jean Piaget
Emphasis is on how changes or growth in the ways people know, understand, and think about the world affect behavior
Psychodynamic Theory
- Sigmund Freud
- Erik Erikson
Behavior throughout life is motivated by inner, unconscious forces, stemming from childhood over which we have little control
Contextual Theory
- Vygotsky
- Bronfenbrenner
Behavior is determined by the relationship between individuals and their physical, cognitive, personality, social, and physical worlds
Evolutionary Theory
1. Lorenz influenced by early work of Charles Darwin, Bowlby
Behavior is the result of the genetic inheritance from out ancestors; traits and behavior that are adaptive for promoting the survival of our species have been inherited through natural selection
Evolutionary Theory Charles Darwin
“survival of the fittest”
Evolutionary Theory Konrad Lorenz
“imprinting” ex. geese were attached first 20 min when born. Idea is that if not attached as soon as more, baby dies.
Evolutionary Theory John Bowlby
“attachment” believed this was necessary
Evolutionary Theory Arnold Gessel
“maturation” we all develop the same skills at our own times because of nature
Psychodynamic Theory Freud’s 5 psychosexual stages (pleasure or gratification focused on biological function & body parts)
- oral stage
- anal stage
- phallic
- genital stage
- latency
Missing the Oral stage
nail-biting
Missing the anal stage
too organized because he/she had no freedom
Missing the phallic stage
issues with future relationships
- oedipus complex= boy jealous of dad
- electra complex= girl gets mad at mother for not having a penis
Psychodynamic ID,EGO,SUPEREGO
ID= operates for pleasure EGO= source of balance SUPEREGO= Angel
What happens if we do not satisfy our urges in each stage of the psychosexual stages?
We develop “fixation” which is the behavior reflecting an earlier stage of development
Erikson’s Trust vs. Mistrust p.21
positive: feelings of trust from environmental support
negative: fear and concern regarding others
Erikson’s autonomy vs. shame&doubt
positive: self-sufficiency if exploration is encouraged
negative: doubts about self, lack of independence
Erikson’s initiative vs. guilt
positive: discovery of ways to initiate action
negative: guilt from actions and thoughts
Erikson’s industry vs. inferiority
positive: development of sense competence
negative: inability to identify roles in life
Erikson’s identity vs. role diffusion
positive: awareness of uniqueness of self, knowledge of role to be followed
negative: inability to identify appropriate roles in life
Erikson’s intimacy vs. isolation
positive: development of loving, sexual, relationships and close friendships
negative: fear of relationships with others
Erikson’s generativity vs. stagnation
positive: sense of contribution to continuity of life
negative: trivialization of one’s activities
Erikson’s ego-integrity vs. despair
positive: sense of unity in life’s accomplishments
negative: regret over lost opportunities of life\
Contextual Theory
We learn through social interaction with people who know more than us. “more knowledgeable other” MKO
Zone of Proximal development ZPD (vygotsky’s)
The space in between when the child can do things by himself
Bronfenbrenners bioecological model
we are influenced by many layers in the environment in diff. ways.
Microsystem
direct contact with child and environment
Mesosystem
connections with the micro
Exosystem
Child not involved ex. the job of a parent
Macrosystem
Everything you cannot control ex. culture, religion, values, beliefs, law, gov
Chrono
TIME! ex. divorce, school board
scaffolding
displaying something tangibly or verbally in order for a child to accomplish a desired task
Piagets 4 Cognitive stages
- sensorimotor
- pre-operational
- concrete operational
- formal operational
sensorimotor birth- 2 years
development of object permanence, motor skills, little to no capacity of symbolic representation birth-2
pre-operational 2-7 years
development of language and symbolic thinking; egocentric thinking 2-7 yrs
concrete operational 7-12 years
development of conversation, mastery of concept of reversibility
formal operational 12 years and above
development of logical and abstract thinking
Information Processing Approach
People have limited capacity for learning but can flexibly apply strategies
Cognitive perspective
focuses on how brain functions and relates to behaviors ex. brains of children with ASD are different to normal children’s brain, cause of difference in behavior ?
Behavioral Theory: Watson & Pavlov- classical conditioning
response to stimuli that were one neutral and then became a stimulus to bring response ex. manipulation of a dog salivating. ex. baby exposed to large sound and rat = fear of rat
operant conditioning: B.F. Skinner
form of learning in which a voluntary response is strengthened or weakened, depending on its association with positive or negative consequences
Reinforcement +/-
increases the probability of a behavior
punishment
decreases the probability of a behavior
extinction
behavior no longer happening
behavior modification
behavior modification, technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones
Bandura’s social learning theory
Bobo doll experiment showed that people are influenced by others, learn through modeling and imitation
4 steps for imitation
- attention
- store info observed and recall
- reproduction “does child have ability to imitate”
- motivation/opportunity to imitate
