Human Developmental Theories Flashcards
Universality vs. Context specificity
Universality= development happens in the same way for all people, regardless of culture of or the environment
Context specificity = development is influenced by culture, environment, and individual experience
Assumptions about human nature (3 doctrines)
Original sin= children are born bad and are taught to be good how how to be good
Innate purity= children are born good
Tabula rasa= children are born w blank states. They can be taught right vs wrong
Theory of behavioral consistency
People tend to act in predictable ways based on past behaviors and established expectations
Continuity vs discontinuity
Continuity theory = development happens gradually/continuously overtime like a smooth steady progression
Discontinuity theory= development happens in distinct stages or leaps with sudden changes
Passivity vs activity theory
Activity theory= people play an active role in their own development by making choices, exploring, and interacting w/ their environment
Passivity theory= Development happens passively, meaning external factors like the environment and biology shape a person, w/little control from the individual
Critical vs. Sensitive periods
Critical period = a specific time in development when certain skills must be learned or they may never fully develop
Sensitive period= a time where learning a skill is easier but still possible later w/ more effort
Behaviorist theory
Key figures:
John B. Watson, Ivan Pavlov, B.F. Skinner
Focus:
Behavior is learned from the environment through conditioning
Classical/operant conditioning
Reinforcement/punishment
Constructivist theory
Key figures= Jean Piaget, lev vygotsky
Focus = Learning is an active, constructive process where students build knowledge based on their experiences
Key concepts:
- active learning= students learn by doing, exploring, and problem solving
- scaffolding
- zone of proximal development
- stages of cognitive development
Ecological systems theory
A Childs development is influenced by multiple environment systems
- microsystems
- mesosystems
- exosystem
- macrosystem
- chronosystem
Microsystem
Immediate surroundings (family, school, peers)
Mesosystem
Interactions between Microsystems ( ie. parent-teacher communication)
Exosystem
Indirect influences ( ie, a parents workplace)
Macrosystem
Cultural values, laws, and societal norms
Chronosystem
Changes over time. (Ie. Family changes, societal shifts)
Maturationist theory
Development is primarily determined by genetics and biological growth
- focuses on the natural disposition and instincts of a child to learn
- nature side of argument
- proposes that early development only be passively supported
Psychoanalytic theory
Key figures =sigmund Freud and Erik erikson
Focus= early childhood experiences and unconscious drive shapes development
Freud psychosexual stages
Eriksons psychosocial stages
Freud psychosexual development theory - 5 stages
Key figure-Sigmund Freud
Described how the unconscious impacts personality and behavior
- Oral (0 - 1 year)
- mouth( sucking/ biting)
- fixations= smoking, nail biting - Anal (1-3 years)
- anus (toilet training)
- fixation= control issues ( neat or messy) - Phallic ( 3-6 years)
-genitals ( oedipus/electra complex)
- fixation=identity issues - Latency (6-12 years )
- social skills ( no sexual focus) - Genital ( 12+ years)
Eriksons psychosocial development theory
8 stages where the person encounters a crisis
- Trust vs. Mistrust (0- 1)- can I trust others?
- Autonomy vs. Shame (1-3) - can I do things myself?
- Initiative vs. Guilt (3-6) - can I take initiative?
- Industry Vs. Inferiority (6-12) - Am I competent?
- Identify vs. Role confusion (12-18) - who am I?
- Intimacy vs. Isolation (18-40) - can I form close relationships?
- Generativity vs. Stagnation (40-65) - Am I making a difference?
- Integrity vs. Despair (65+) -have I lived a meaningful life?
Kohlbergs stages of moral development
3 levels of moral development W/ substages
- Preconventional= morality is motivated by avoidance of punishment/ chasing rewards / externally controlled by figures of authority
- Conventional level = focused on laws/social rules. Motivator= being seen as good or nice
- Postconventional (principled) = based on personal principles ( here, may think about how some situations warrant breaking rules )
George Herbert meads play/ game stage theory
Development of self through social interaction
Child 1st learns about the world by playing by themselves. Here they can experiment
- Preparatory stage (0-2) = imitation of others,no understanding of roles
- Play stage (2-6) = role playing, understanding specific roles (ex. Pretending to be a teacher or parent)
- Game stage (6+) = understands multiple rules, roles, and perspectives in structured activities (ex. Team sports)
Application= help explain now children learn social norms/ develop a sense of self
Ivan Pavlov
Behaviorist
Classical conditioning (aka Pavlovian conditioning ) (( bell/dogs/salivate))
John B. Watson
Behaviorism
“Little Albert” experiment= used classical conditioning to cause a baby to fear unfamiliar animals
Thought psych should only focus on observable behaviors
B.f.skinner
Behaviorism
Effect of reinforcement/punishment on behavior
Stimuli = additive or subtractive ( increase or decrease behavior frequency or strength)
Lev Vygotsky
Key idea= cognitive development is shaped by social interactions and culture
Zone of proximal development (ZPD) = the gap between what a child can do alone and what they can do w/ help
Scaffolding
Application= emphasizes collaboration in learning
