Human Development Theories

A four-stage theory of cognitive development, focusing on how children construct mental models of the world through different stages. It emphasizes children's active role in building understanding.

The process of acquiring knowledge and understanding from infancy through adulthood.

Mental frameworks used to organize and interpret information.

Swiss psychologist known for his theory of cognitive development. Leading theorist by the 1930s.

The difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable other.

A theory emphasizing the role of social interaction and cultural tools in cognitive development.

The initial stage of cognitive development; characterized by sensory experiences and motor actions

The final stage of cognitive development characterized by abstract reasoning and hypothetical thinking.

Programs and services to support children's well-being and development.

Changes to improve the quality and effectiveness of education.

Understanding that certain properties, like mass or volume, remain constant despite changes in their form.

The stage of cognitive development (ages 7-12) where logical thinking about concrete objects and situations emerges.

A child's environment, age, culture, experiences, social relationships, and interactions with adults all play a role in development.

Children do not develop alone; they develop in a social world.

Language is crucial for learning; adults use language to communicate and share knowledge with children.

Children internalize language as a form of thought, which is a form of 'inner speech'.

Learning is based on real-life experiences and social/cultural interaction.

A child's inability to understand that symbols can represent other objects.

Learning comes from real-life events, interactions, and observations.

The ability to think logically about concrete objects and situations.

Information stored as codes, symbols, and language.

Learning with support from others.

Temporary support for learning.

Using symbols to represent abstract ideas.

Freud's theory of personality development.

Getting stuck in a stage of development.

Education is influenced by societal values and beliefs.

Austrian neurologist and psychoanalyst.

Five stages of personality development, each with a unique challenge.

Development focusing on the interaction of psychological and sexual drives.

The process of an infant transitioning from consuming breast milk or formula to solid foods.

The first psychosexual stage in Freud's theory, focused on pleasure derived from the mouth, such as sucking, chewing, and biting.

Becoming stuck in a particular psychosexual stage due to unresolved conflicts or unmet needs.

A personality type characterized by excessive dependence, passivity, and a need for oral gratification.

Behaviors that indicate an individual is fixated in the oral stage, such as excessive eating, smoking, or talking.

The conflict between the infant's desire for oral gratification and the demand of reality, such as the need to wean.

A negative impact on infants' development that can lead to fixation at the oral stage.

Successfully managing the conflict between oral desires and reality, allowing the infant to move onto the next developmental stage.

Develop a personality type that is overly dependent, passive, and seeks oral gratification.

The impact of the oral stage can influence personality traits and behaviors in adulthood.

A boy's unconscious attraction to his mother and rivalry with his father, according to Freud's theory.

A girl's unconscious attraction to her father and rivalry with her mother, according to Freud's theory.

The final stage of psychosexual development, where sexual impulses are directed toward someone of the opposite sex.

A theory that suggests personality development occurs through a series of five stages, each characterized by a specific erogenous zone.

A period of relative calm in psychosexual development, where sexual urges are suppressed and focus shifts towards social and intellectual development.

Freud believed that sexual impulses are present from infancy and contribute significantly to personality development.

A period in childhood where children explore social interactions, form friendships, and develop social skills.

Freud's theories have been criticized for being based on limited evidence, focusing on sexual drives, and being difficult to test empirically.

The ideal outcome of psychosexual development is the ability to have healthy, mutually satisfying sexual relationships.

Freud believed that psychological development is an ongoing process, even after reaching the Genital Stage.

The first stage of psychosocial development (infancy) where a child learns to trust or mistrust their caregivers based on whether their needs are met consistently.

The third stage of psychosocial development (preschool years) where a child learns to take initiative and explore their world, or they develop feelings of guilt for their actions

Purpose

Hope

They may develop a negative outcome associated with that stage, potentially impacting their personality and social skills.

Adaptive and maladaptive coping mechanisms. Adaptive leads to positive development, while maladaptive can lead to negative outcomes.

Successfully resolving the conflict or crisis of each stage allows the child to gain the strength needed for the next stage of development.

Infancy, from birth to 12-18 months.

Trust vs. Mistrust. The infant learns to trust or mistrust their caregivers based on their ability to fulfill their needs.

Feeding, as the infant's primary need is the dependency on their caregiver for nourishment.