Classical Theories of Child Development Lecture PDF

Classical theories of child development Course: Developmental Psychology: Childhood and youth University of Europe for Applied Sciences Berlin Dr. Costanza De Simone October 23rd 2024  WHAT WE’LL LEARN THIS WEEK 1. The Long Way Toward Child Development as a Sci...

Classical theories of child development Course: Developmental Psychology: Childhood and youth University of Europe for Applied Sciences Berlin Dr. Costanza De Simone October 23rd 2024  WHAT WE’LL LEARN THIS WEEK 1. The Long Way Toward Child Development as a Science 2. Theories in Child Development 2.1 Psychodynamic Approaches 2.2 Learning Approaches 2.3 Cognitive Approaches 2.4 Contextual Approaches 2.5 Evolutionary Approaches 2 1. The Long Way Toward Child Development as a Science 3 Over the past centuries there have been enormous changes not only in how children spend their everyday lives but also in how children are viewed by society A society that perceives children as little adults will treat children much differently than a society that views children as immature persons who need to be protected and given space and opportunity to develop 4  How adults in a society think about children influences how society as a whole treat them Policies Legal Status Parenting Style Questions in developmental research! 5 European children until the 18th century: Reached “age of reason” by 7 Were treated as adults and suppose to work The Austrian Royal Family 1764 6 John Locke (1632-1704) suggested that anything could become of young children it was their experiences that made them into the persons they were Jean-Jacques Rousseau (1712-1778) believed that children are basically good and will develop into persons of good character and morals as long as they are not exposed to corrupting circumstances in their environment 7 Charles Darwin (1809-1882) published a biographical sketch of his infant son at that point, people began to recognize the scientific value of writing down details of infant development G. Stanley Hall (1844-1924) was the first to systematically use questionnaires to explore children’s development around the same time, laws were gradually introduced to protect child factory workers and compulsory schooling was introduced 8 2. Theories in Child Development 9 10 Theories help us explain and understand what we see guide people’s thinking and behavior help people understand their world, predict future events, and feel in control of their lives Lay theories beliefs from individuals with no background in child development 11 Scientific theories sets of principles that describe phenomena, explain them, and make predictions need to be testable: need to be able to make a prediction about the relationships between different variables you intend to study Hypothesis testable prediction about the relationship between at least two variables 12 Points to help evaluate research papers consider the author (and conflict of interest) look at the publication date and venue (I.e., was it peer-reviewed?) examine the study in detail: Sample characteristics (e.g., representative? size? heterogeneous? Was it biased?) Design (e.g., correlations or case studies) Reliability (results are consistent?) Validity (was the measure used representing the variable?) Journal’s ranking (SJR or IF - Quality of the journal) Best developmental psychology journals: Child Development; Developmental Psychology; Infant Behaviour and Development; Human Development; International Journal of Behavioural Development; Psychological Bullettin; Developmental Review; Psychological Science; Nature 13 What are your (lay)theories about child development? How could you test them? 14 Evaluating Theories and Research no one theory or approach is accepted by all and has no critics each approach focuses on different aspects of development 2.1 Psychodynamic Approaches 2.2 Learning Approaches 2.3 Cognitive Approaches 2.4 Contextual Approaches 2.5 Evolutionary Approaches 15  2.1 Psychodynamic Approaches Stress the importance of unconscious factors that influence our behavior and well-being as well as relationships with other Emphasize how early childhood experiences contribute to the way our personalities develop A. Freud’s Psychodynamic Theory B. Erikson’s Psychosocial Theory 16  2.1 Psychodynamic Approaches (A) Sigmund Freud (1856-1939) trained as a physician in Vienna, Austria observing his adult patients convinced him that their personality as well as the problems they experienced could be traced to experience in their early childhood Psychoanalytic Theory human behavior and personality are rooted in unconscious thoughts, drives, and desires 17 Personality consists of 3 parts id our instincts, which are present from the day we are born channels our drives for aggression, hunger and thirst, sex etc. main goal is to satisfy our desires superego develops from the values we learn from parents, teachers, and society acts as our conscience ego strives to fulfill our desires, but does so in a realistic way mediates between the id and superego 18  Believed that each person goes through a series of 5 psychosexual stages Each stage is characterized by a focus on a particular body area that is a source of frustration and pleasure If needs are not met or are overindulged, the person may not be able to move on successfully to the next stage. This can have a lasting impact on the person’s personality 19 Critics to Freud’s Theory? 20 Critics of Freud’s theory argued he overemphasized the role of sexual instincts in development many parts of his theory cannot be scientifically tested However, Freud was the one to first bring attention to the importance of unconscious processes in our mind 21  2.1 Psychodynamic Approaches (B) Erik Erikson (1902-1994) influenced by Freud’s ideas practiced as a child analyst in Boston after immigrating from Germany Differences from Freud’s theory Erikson believed that behavior is driven by our relationships and the need to interact with others, rather than sexual drives Erikson’s stages continue into adulthood, rather than being limited to youth 22 Psychosocial theory Erikson’s theory of development through eight stages each stage is marked by an identity crisis that must be resolved before the person can continue to the next stage 23  Trust vs. Mistrust Autonomy vs. Shame Infancy (0 - 18 months) Early childhood (18 months - 3 years) Infants seek stability and consistency Children explore and become more from their caregivers independent If these needs are not met —> mistrust, If not given the possibility to do things suspicion, anxiety on their own —> lack of self-esteem, shame, doubt in their abilities 24  Initiative vs. Guilt Industry vs. Inferiority Preschool (3 - 5 years) School age (5 - 12 years) Children start asserting themselves Children’s self-esteem is frequently through play with their peers reinforced through their in school accomplishments and recognition from peers If initiative is oppressed —> sense of guilt If not encouraged for their industriousness —> sense of inferiority 25  Identity vs. Role Confusion Adolescence (12 - 18 years) Goal: Achieve core sense of (sexual and occupational) identity Physical changes, sexual urges and social pressures Failure to establish a sense of identity —> role confusion, isolation, depression 26 Erikson on Identity Formation… Identity achievement is an integration of various aspects of the self into a coherent whole that is stable over time and across events Identity Foreclosure: Committing to an identity without adequately considering alternative possibilities Negative Identity: Identity that stands in opposition to what is valued by people close to the adolescent Psychosocial Moratorium: time-out period to pursue activities that may lead to self-discovery -> not always possible! 27 Critics of Erikson’s theory does not give enough attention to the influence of emotional and cognitive factors in shaping development hard to test scientifically But… Adults between the ages of 62 and 89 reported memories from the second decade of their lives that corresponded to Erikson’s stages (Conway & Holmes, 2004) Early Adolescence (< 17) Adolescence (17 - 19) Identity Development Early Adulthood (19 - 30) 80 60 40 20 0 Foreclosure Moratorium Identity Achievement Adopted by Nurmy, 2004; Waterman, 1999; Kroger et al., 2010 28 Table 2.1 Stages in Freud’s and Erikson’s Theories Freud’s Psychoanalytic Theory Erikson’s Psychosocial Theory Age Stage Characteristics Stage (Conflict) Goal Birth–1.5 years Oral The child derives pleasure from the mouth, including lips Trust vs. mistrust By experiencing predictable and reliable care from parents and and tongue, engaging in such activities as licking, immediate caregivers, the infant will develop trust in others. sucking, and feeding. 1.5–3 years Anal The child derives pleasure from the anus and the activities Autonomy vs. shame By accepting parental limits around issues such as napping associated with toilet training, like controlling eliminations. and toilet training, the child will learn self-control and will become more independent and confident. 3–6 years Phallic The child derives pleasure from genital stimulation, Initiative vs. guilt Through play and the imitation of adults, children will learn to becomes aware of sex and gender roles, and assert themselves and make their own decisions. identifies with the same-sex parent as a role model. 6 years–puberty Latency Sexuality plays a minor role in development, giving way to Industry vs. inferiority Through a period of instruction, children will acquire skills growth of social and intellectual skills. and knowledge while learning the value of productivity. Puberty onward (Freud) Genital Interest in sexuality resumes, now focused on Identity vs. role During adolescence, the individual will develop a sense of 12–18 years (Erikson) other people, with the ultimate goal of confusion self by learning and making decisions about the roles the establishing a partnership. individual will take on as an adult. 18-40 years (Young Intimacy vs. isolation The individual will establish intimate relationships with adulthood) others. 40-65 years (Adulthood) Generativity vs. The individual will give back to society by raising children, stagnation working, and becoming involved in the community. 65 years and up Ego integrity vs. The individual will feel content in reflecting on accomplishments (Mature adulthood) despair and contributions made earlier in life and will develop wisdom.  Did you have a moratorium phase? Why do you think is not always possible? 30 31 32 To be continued next week… 33