Developmental Models Flashcards
Piaget’s 4 Stages of Development
1) Sensorimotor
2) Preoperational
3) Concrete Operational
4) Formal Operational
Rousseau’s Theory
- First described the “natural innately good growth of the child if not mislead by a corrupt social environment.”
Kohlberg’s Theory of Development
1) Pre-conventional
2) Conventional
3) Post-Conventional
Vygotsky’s Theory
- Children learn via interaction and within a cultural context.
- Zone of proximal development: the difference b/n what a child can do on his/her own and what he/she can do with help from others
- Children learn by watching adults in the child’s zone of proximal development via language, play, and social interaction
Freudian Theory
- Id: basic instincts; not in the conscious realm
- Ego: conscious reasoning and common sense
- Superego: regulates sense of right and wrong
- Using psychoanalytic theory parents could gain insight into potential harm done to children in critical years of development by the manner in which their needs are met
Erikson’s 8 Stages of Development
1) 0-2yrs. Trust vs. mistrust
2) 2-4yrs. Autonomy vs. Shame and doubt
3) 4-5 Initiative vs. Guilt
4) 5-12yrs. Industry vs. inferiority
5) 13-19yrs. Identity vs. role confusion
6) 20-24 Intimacy vs. isolation
7) 25-64 Generativity vs. stagnation
8) 65+ Ego integrity vs. despair
Skinner
- Operant conditioning/Behavior modification
- Development is considered a reaction to rewards, punishments, stimuli, and reinforcement
- This theory differs considerably from other theories because it gives no consideration to internal thoughts or feelings
Bandura
- Social Learning Theory
- Children learn new behaviors from observing other people
- External reinforcement is not the only way that people learn new things
- Intrinsic reinforcements such as a sense of pride, satisfaction, and accomplishment could also lead to learning
Maslow
- Hierarchy of needs
1) Physiological
2) Safety
3) Love/belonging
4) Esteem
5) Self-actualization
Chess and Thomas
- Goodness of fit
- Describes the degree to which the child’s environment and parents’ characteristics are congruous with the child’s natural temperamental characteristics
Cognitive-Structural Theory
- Based on the maturation of the CNS with environmental influences
- Piaget: explained how children used environment to modify themselves, their behavior depending on age related to competency level
Piaget: 1) Sensorimotor
- Birth-2yr
- Children learn through sensory and motor movements
- Self is most important
- Learn spatial relationships, object permanence, causality
Piaget: 2) Preoperational
- 2-7yr
- Ego centric perspective
- Cannot understand cause and effect
- Reasoning is flawed
- Focus is on the here and now; some intuitive reasoning starts to develop
Piaget: 3) Concrete Operational
- 7-12yr
- Use symbols to represent concrete objects
- Perform mental operations in their head
- Declining egocentrism
- Complex school work, logical reasoning
- Good social cognition
Piaget: 4) Formal Operational
- 13+yr
- Abstract thinking
- Can problem solve with different solutions and outcomes
- Appreciation of differences in individuals, cultures, and societies
- Can think about politics, law, abstract principles
Kohlberg: 1) Pre-Conventional
1) Obedience and punishment orientation (how can I avoid punishment?)
2) Self-Interest orientation (what’s in it for me?; may recognize others’ needs if own needs are met)
Kohlberg: 2) Conventional
3) Interpersonal accord and conformity (the good boy/girl attitudde; does not want relatonship with others harmed
4) Authority and social order maintaining orientation (law and order morality; rules are NOT flexible)
Kohlberg: 3) Post-Conventional
5) Social contract orientation (rules can be changed)
6) Universal ethical principles (principle conscience where ethical orientation is developed)
Erikson: 1) Trust vs. mistrust (0-2yr)
- Can I trust the world?
- Significant relationship: mother
- Virtue: hopes
- Freudian: oral
Erikson: 2) Autonomy vs. shame and doubt (2-4yr)
- Virtue: Will
- Significant relationship: Parents
- Is it OK to be me?
- Freudian: Anal
Erikson: 3) Initiative vs. guilt (4-5yr)
- Virtue: Purpose
- Significant relationship: family
- Is it OK for me to do, move, and act?
- Freudian: Phallic
Erikson: 4) Industry vs. inferiority (5-12yr)
- Virtue: Competence
- Significant relationship: school, neighbors
- Can I make it in the world of people and things?
- Freudian: Latency
Erikson: 5) Identity vs. role confusion (13-19yr)
- Virtue: Fidelity
- Significant relationship: Peers, role model
- Who am I? What can I be?
- Freudian: puberty and genitalia
Erikson: 6) Intimacy vs. isolation (20-24yr)
- Virtue: love
- Significant relationship: friends, partners
- Can I love?
- Freudian: Genitalia
Erikson: 7) Generativity vs. Stagnation (25-64yr)
- Virtue: Care
- Significant relationship: household, workmates
- Can I make my life count?
Erikson: 8) Ego integrity vs. despair (65+yr)
- Virtue: Wisdom
- Significant relationship: Mankind, my kind
- Is it OK to have been me?
