theories of development
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theories of development - Marcador
theories of development - Detalles
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| Why study child development? | Understanding how children develop can; eduction - help parents contribute to raising children effectively. social play - lead society as a whole to adopt wiser policies that promote children's well-being |
| Development; chronology | Parental period - conception to birth infancy - birth to 18 months toddlerhood - 18 months to 3 years preschool - 3 to 5 years middle childhood - 6 to 12 years adolescence - 12 to 20 or so |
| Development? | Refers to the systematic changes and continues that individuals display over the course of their lives... - is a continuous and cumulative process - is a holistic process - shows plasticity - is dependent on historical and cultural context |
| Two processes of development | Maturation - the development changes in the body or behaviour that results from the ageing process learning - a developmental change in behaviour that results from ones experience or practice |
| Key areas of study | - normative development refers to typical patterns of development that are seen across most or all individual - individual changes refers to an individuals variations in the rate or direction of development that is unique to the individual - developmental theories need to account for findings in all areas |
| Issues in developmental psychology | - nature/nurture debate - impacts on development? - active versus passive - stability versus change - is this a continuous process, or do we develop through a series of leaps? |
| The founders of developmental psychology in 1800s | Baby biographies (e.g. darwin) - inexact, but served to put child development on scientists agenda G.S Hall - in order to obtain more reliable data, he distributed questionnaires to larger samples of children |
| Theoretical orientations | Psychoanalysis - this approach seeks to understand human behaviour in terms of unconscious drives and motives that stem from early life experiences |
| Psychoanalytic theories | Freud (psychosexual) - basis unconscious drives, maturation - 5 stages of development (oral, anal, phallic, latency, genital) - use of defence mechanisms Erikson (psychosocial) - cultural demands - more active 8 stage of major conflicts that must be resolved (trust, autonomy, initiative, industry, identity, intimacy, ego integrity) |
| Theoretical orientations | Behaviourism/ learning theory - this approach argues that human behaviour is learned through experience with the environment |
| Learning theories | Classical conditioning - conditioning (pairing) of stimuli operant conditioning - behaviour is shaped by consequences (i.e. reinforcement- positive or negative and punishment social learning - human behaviour is learned through observation. imitation of models |
| Theoretical orientations | Cognitive developmental - this approach attempts to understand developments in children's thinking in terms of the acquisition of new mental operations. |
| Cognitive theories | Piaget - active explorer, construct schemas - four stages - sensorimotor, pre-operational, concrete-operational, formal operational vygotsky - cognitive growth as a socially mediated process - heavily influenced by culture information-processing - computer model of cognitive development and thinking |
| Theorectical orientations | Ethological (evolutionary) perspective - this approach is concerned with the contribution of human evolution to human psychology - it assumes that behaviour and development depend on inborn motives that are species-specific due to natural selection ecology/contextual approach - a newer approach, it considers the context, or ecology, of how an individual child grows up bronfenbrenner's 1979 ecological system approach - considers a detailed analysis of environmental influences |