937042
Description
Mind Map by Wendy Frogley, updated more than 1 year ago
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Created by Wendy Frogley
almost 11 years ago
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Theories
- Child development -
Study devoted to
understanding
constancy and
change from
conception to
adolescence.
- Periods of development
- Prenatal - conception to birth.
- Infancy to toddlerhood - Birth to 2
years. Infancy spans the first year.
Toddlerhood the 2nd year.
- Early childhood - 2 to 6 years.
- Middle childhood - 6 to 11 years.
- Adolescence - 11 to 18 years.
- Emerging adulthood - 18 to
25 years.
- Prenatal - conception to birth.
- Continuous development - A process of
gradually adding more of the same type of skill
that were there to begin with. The difference
between immature and mature is complexity.
- Discontinuous development - A process in which
new ways of understanding and responding to the
world emerge at different times.
- Development takes place in stages - Qualitative
changes in thinking, feeling and behaving that
characterise specific periods of development.
- Development takes place in stages - Qualitative
changes in thinking, feeling and behaving that
characterise specific periods of development.
- One course of
development or
many? - Children
grow up in
different contexts.
- Nature versus
nurture.
- Stability - Theorists believe children who are high
or low in a certain characteristic will remain so later
in life; focusing on hereditary or early experiences
that establish a lifelong pattern of behaviour.
- Plasticity - Development is open to change in
response to influential experiences.
- Stability - Theorists believe children who are high
or low in a certain characteristic will remain so later
in life; focusing on hereditary or early experiences
that establish a lifelong pattern of behaviour.
- Resilience - The ability to
adapt effectively in the face
of threats to development.
Four factors: personal
characteristics, a warm
parental relationship, social
support outside the family,
community resources and
opportunities.
- The history of developmental theories.
- Medieval times - 6th to 15th
centuries childhood was regarded
as a separate period.
- The reformation - 16th century The
puritan belief said that all children
were born evil and had to be
civilised. Harsh restrictive parenting
practises were recommended.
- Enlightenment - 17th century.
John Locke the forerunner of
behaviourism. The child is a
'tabula rasa' or blank slate. He
regarded development as
continuous and viewed children
as passive in their development.
Jean-Jacques Rousseau -
Children are noble savages
endowed with a sense of right
or wrong. He viewed
development as discontinuous
and a single unified course
mapped out by nature.
- Charles Darwin - Theory
of evolution lead to
'natural selection' and
'survival of the fittest'.
- The Normative period -
20th century psychologist
G. Stanley Hall was the
founder of the child study
movement. Hall & Gessell
believed in the
maturational process. He
launched the normative
approach - measures of
behaviour are taken on a
large number of individuals
and age related averages
are computed to represent
typical development.
- The mental testing
movement - Alfred Binet &
Simon created the first
intelligence test.
- James Mark Baldwin -
He believed in stage
development but that
nature and nurture played
equal importance.
- Medieval times - 6th to 15th
centuries childhood was regarded
as a separate period.
- The Psychoanalytic perspective - children move through a
series of stages in which they confront conflicts between
biological drives and social expectations.
- Sigmund Freud - Psychosexual
theory - emphasises how parents
manage their child's sexual and
aggressive drives in the first few
years is crucial for healthy
personality development. Id
(biological needs), ego (conscious
rational part of the personality) and
superego (conscious) becomes
integrated during the five stages of
development. Oral - birth to 1 year.
Anal - 1 to 3 years. Phallic - 3 to 6
years (Oedipus and Electra conflict
occur). Latency - 6 to 11 years.
Genital - Adolescence.
- Erik Erikson - Erikson added 3
stages to Freud's theory. stage
1 - Basic trust versus mistrust.
Stage 2 - Autonomy versus
shame and doubt. Stage 3 -
Initiative versus guilt. Stage 4 -
Industry versus inferiority.
Stage 5 - Identity versus role
confusion. Stage 6 (Young
Adulthood) - Intimacy versus
isolation. Stage 7 (Middle
Adulthood) - Generativity
versus stagnation. Stage 8 (Old
age) - Integrity versus despair.
- Sigmund Freud - Psychosexual
theory - emphasises how parents
manage their child's sexual and
aggressive drives in the first few
years is crucial for healthy
personality development. Id
(biological needs), ego (conscious
rational part of the personality) and
superego (conscious) becomes
integrated during the five stages of
development. Oral - birth to 1 year.
Anal - 1 to 3 years. Phallic - 3 to 6
years (Oedipus and Electra conflict
occur). Latency - 6 to 11 years.
Genital - Adolescence.
- Behaviourism
- John Watson founder of
behaviourism. Inspired by
Pavlov's classical conditioning.
Creator of the 'Little Albert'
experiment. He viewed
development as continuous with
nurture being the supreme force.
- B. F. Skinner - operant
conditioning theory. The
frequency of behaviour can be
increased by following it with
reinforcers, or decreased
through punishment.
- John Watson founder of
behaviourism. Inspired by
Pavlov's classical conditioning.
Creator of the 'Little Albert'
experiment. He viewed
development as continuous with
nurture being the supreme force.
- Social Learning Theory
- Albert Bandura -
Modelling stresses the
importance of cognition.
As children acquire
attitudes about
themselves they control
their own behaviour.
- Behaviour
modification - SLT
combined with
behaviourism to
reduce undesirarble
responses. .
- Albert Bandura -
Modelling stresses the
importance of cognition.
As children acquire
attitudes about
themselves they control
their own behaviour.
- Piaget's Cognitive Development Theory
- Jean Piaget - Children's
understanding is different from
adults. Sensorimotor (birth to 2
years) - Infants think by acting with
their hands, eyes, mouth, ears.
Preoperational (2 to 7 years) -
Children use symbols to represent
sensorimotor discoveries. Concrete
Operational (7 to 11 years) -
Children's reasoning becomes logical
and better organised. Formal
Operational (11 years on) - The
capacity for abstract systematic
thinking.
- Jean Piaget - Children's
understanding is different from
adults. Sensorimotor (birth to 2
years) - Infants think by acting with
their hands, eyes, mouth, ears.
Preoperational (2 to 7 years) -
Children use symbols to represent
sensorimotor discoveries. Concrete
Operational (7 to 11 years) -
Children's reasoning becomes logical
and better organised. Formal
Operational (11 years on) - The
capacity for abstract systematic
thinking.
- Information
Processing
- The human mind is like a
computer. Researchers
use flow charts the map
the precise steps
individuals take to solve
problems. Views
development as
continuous with children
playing an active role.
- The human mind is like a
computer. Researchers
use flow charts the map
the precise steps
individuals take to solve
problems. Views
development as
continuous with children
playing an active role.
- Developmental
Cognitive
Neuroscience
- The relationship
between changes
in the brain and
the developing
child's cognitive
processing and
behaviour patters.
- The relationship
between changes
in the brain and
the developing
child's cognitive
processing and
behaviour patters.
- Ethology & Evolutionary
Developmental Psychology
- Ethology - The adaptive and survival value of
behaviour and its evolutionary history. Imprinting -
The early following behaviour of birds that ensures
the baby stays close to the mother. This lead to the
'critical period', A limited time during which the child
is biologically prepared to acquire certain adaptive
behaviours. Sensitive period - A time that is optimal
for certain characteristics to emerge. As opposed
to a critical period, development can occur later but
is harder to induce.
- John Bowlby - Developer of
attachment theory.
- John Bowlby - Developer of
attachment theory.
- Evolutionary development theory -
seeks to understand the adaptive
value of species wide cognitive, social
and emotional competencies.
- Ethology - The adaptive and survival value of
behaviour and its evolutionary history. Imprinting -
The early following behaviour of birds that ensures
the baby stays close to the mother. This lead to the
'critical period', A limited time during which the child
is biologically prepared to acquire certain adaptive
behaviours. Sensitive period - A time that is optimal
for certain characteristics to emerge. As opposed
to a critical period, development can occur later but
is harder to induce.
- Vygotsky's
Sociocultural Theory
- Les Vygotsky focuses on how culture is
transmitted to the next generation. Social
interaction is necessary for children to
acquire ways of thinking and behaving that
make up a community's culture.
- Les Vygotsky focuses on how culture is
transmitted to the next generation. Social
interaction is necessary for children to
acquire ways of thinking and behaving that
make up a community's culture.
- Ecological Systems Theory
- Urie Bronfenbrenner - Views the child as developing
within a complex system of relationships affected by
multiple levels of the surrounding environment. The
microsystem - The innermost level of the environment,
consists of activities in the child's immediate
surroundings (all relationships are bidirectional). The
mesosystem - Connections between microsystems
such as home, school, neighbourhood.The ecosystem
- Social settings that do not contain children but effect
their experiences in immediate settings e.g. parent's
workplaces and parents social networks. The macro
system - Cultural values, laws and customs.
- Urie Bronfenbrenner - Views the child as developing
within a complex system of relationships affected by
multiple levels of the surrounding environment. The
microsystem - The innermost level of the environment,
consists of activities in the child's immediate
surroundings (all relationships are bidirectional). The
mesosystem - Connections between microsystems
such as home, school, neighbourhood.The ecosystem
- Social settings that do not contain children but effect
their experiences in immediate settings e.g. parent's
workplaces and parents social networks. The macro
system - Cultural values, laws and customs.
- Dynamic Systems Perspective
- The child's mind, body and social worlds form
an integrated system that guides mastery of new
skills. The system is constantly in motion.
- The child's mind, body and social worlds form
an integrated system that guides mastery of new
skills. The system is constantly in motion.
- Convention on the rights of the child -
Legal agreement that commits each
country to foster children's development,
protect them from harm, and enhance
community participation.
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