Theories of Child Development and Personality Summary PDF

MARK FERNAND S. ELLOSA BSED ENG 2-A PED 4B ACTIVITY 1. “The teacher must orient his work not on yesterday's development in the child but on tomorrow's.” LEV VYGOTSKY 2. “Healthy children will not fear life if their elders have integrity enough not to fear death.” ERIK ERIKSON 3. “Right action tends...

MARK FERNAND S. ELLOSA BSED ENG 2-A PED 4B ACTIVITY 1. “The teacher must orient his work not on yesterday's development in the child but on tomorrow's.” LEV VYGOTSKY 2. “Healthy children will not fear life if their elders have integrity enough not to fear death.” ERIK ERIKSON 3. “Right action tends to be defined in terms of general individual rights and standards that have been critically examined and agreed upon by the whole society.” LAWRENCE KOHLBERG 4. “The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” JEAN PIAGET 5. “The mind is like an iceberg, it floats with one-seventh of its bulk above the water.” SIGMUND FREUD 6. “We as a nation need to be reeducated about the necessary and sufficient conditions for making human beings human. We need to be reeducated not as parents--but as workers, neighbors, and friends; and as members of the organizations, committees, boards--and, especially, the informal networks that control our social institutions and thereby determine the conditions of life for our families and their children.” URIE BRONFENBRENNER Sigmund Freud - Sigmund Freud (1856-1939) created a psychoanalytic theory of personality which suggests human behaviour is the outcome of interactions and conflicts between three hypothetical component parts of the mind: the id, ego, and superego. Freud proposed that personality development in childhood takes place during five psychosexual stages, which are the oral, anal, phallic, latency, and genital stages. Erik Erikson - The key idea in Erikson's theory is that the individual faces a conflict at each stage, which may or may not be successfully resolved within that stage. For example, he called the first stage 'Trust vs Mistrust'. If the quality of care is good in infancy, the child learns to trust the world to meet her needs. Jean Piaget - Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget's stages are: Sensorimotor stage: birth to 2 years. Lawrence Kohlberg - Kohlberg's theory of moral development is a theory that focuses on how children develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a series of six stages. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice. Lev Vygotsky - Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Urie Bronfenbrenner - Bronfenbrenner recognized that children do not develop in a vacuum. There are many institutions and agencies that surround the child and affect his or her development. Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment. He divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem. FREUD’S COMPONENT OF THE PERSONALITY Id The id is the impulsive (and unconscious) part of our psyche which responds directly and immediately to basic urges, needs, and desires. The personality of the newborn child is all id and only later does it develop an ego and super-ego. The id remains infantile in its function throughout a person's life and does not change with time or experience, as it is not in touch with the external world. Ego The ego develops to mediate between the unrealistic id and the external real world. It is the decision-making component of personality. Ideally, the ego works by reason, whereas the id is chaotic and unreasonable. The ego operates according to the reality principle, working out realistic ways of satisfying the id’s demands, often compromising or postponing satisfaction to avoid negative consequences of society. The Superego The superego's function is to control the id's impulses, especially those which society forbids, such as sex and aggression. It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection. The superego consists of two systems: The conscience and the ideal self. The conscience can punish the ego through The id is not affected by reality, logic or the everyday world, as it operates within the unconscious part of the mind. ego considers social realities and norms, etiquette and rules in deciding how to behave. causing feelings of guilt. For example, if the ego gives in to the id's demands, the superego may make the person feel bad through guilt. FREUD’S PSYCHO-SEXUAL STAGES OF DEVELOPMENT ORAL STAGE    ANAL STAGE    During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail-biting. ERROGENOUS ZONE: MOUTH During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training—the child has to learn to control their bodily needs. Developing this control leads to a sense of accomplishment and independence. According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful, or destructive personality. If parents are too strict or begin toilet training too early, Freud believed that an analretentive personality develops in which the individual is stringent, orderly, rigid, and obsessive. ERROGENOUS ZONE: BOWEL AND BLADDER CONTROL PHALLIC STAGE    LATENCY STAGE    GENITAL STAGE    Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females. The term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy. Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat fixated on this stage. ERROGENOUS ZONE: GENITALS During this stage, the superego continues to develop while the id's energies are suppressed. Children develop social skills, values and relationships with peers and adults outside of the family. The development of the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests. As with the other psychosexual stages, Freud believed that it was possible for children to become fixated or "stuck" in this phase. Fixation at this stage can result in immaturity and an inability to form fulfilling relationships as an adult. ERROGENOUS ZONE: SEXUAL FEELINGS ARE INACTIVE The onset of puberty causes the libido to become active once again. During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a person's life. Teens in the genital stage of development are able to balance their most basic urges against the need to conform to the demands of reality and social norms. ERROGENOUS ZONE: MATURING SEXUAL INTERESTS ERIKSON’S PSYCHO-SOCIAL STAGES OF DEVELOPMENT STAGE CRISIS SIGNIFICANT PERSON INFANCY TRUST VS. MISTRUST AUTONOMY VS. SHAME AND DOUBT INITIATIVE VS. GUILT INDUSTRY VS. INFERIORITY MOTHER EARLY CHILDHOOD PRESCHOOL SCHOOL AGE ADOLESCENCE YOUNG ADULTHOOD MIDDLE ADULTHOOD MATURITY IDENTITY VS. CONFUSION INTIMACY VS. ISOLATION GENERATIVITY VS. STAGNATION INTEGRITY VS. DESPAIR PARENTS FAMILY MALADAPTAT ION (INCLUDE DESCRIPTION S) SENSORY DISTORTION IMPULSIVITY MALIGNANCY (INCLUDES DESCRIPTIONS ) VIRTUE (INCLUDE DESCRIPTIONS) WITHDRAWAL RUTHLESSNES S NARROW VIRTUOSITY INHIBITION HOPE AND DRIVE WILLPOWER AND SELFCONTROL PURPOSE AND DIRECTION COMPETENCE AND METHOD COMPULSION SCHOOL, TEACHERS, FRIENDS, NEIGHBORHOOD PEERS, GROUPS FANATICISM INERTIA LOVERS, FRIENDS, WORK CONNECTIONS CHILDREN, COMMUNITY LIFE, THE WORLD PROMISCUITY EXCLUSIVITY OVEREXTENSI ON PRESUMPTIO N REJECTIVITY REPUDIATION DISDAIN PIAGET’S COGNITIVE STAGES OF DEVELOPMENT SENSORY MOTOR STAGE: During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. A child's entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses. It is during the sensorimotor stage that children go through a period of dramatic growth and learning. As kids interact with their environment, they are continually making new discoveries about how the world works. AGE RANGE: BIRTH TO 2 YEARS CHARACTERISTICS: The infant knows the world through their movements and sensations FIDELITY AND DEVOTION LOVE AND AFFILIATION CARE AND PRODUCTION WISDOM AND RENUNCIATION Children learn about the world through basic actions such as sucking, grasping, looking, and listening Infants learn that things continue to exist even though they cannot be seen (object permanence) They are separate beings from the people and objects around them They realize that their actions can cause things to happen in the world around them KEY TEACHING STRATEGIES: Piaget believed that developing object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development. By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects. PRE-OPERATIONAL STAGE: The foundations of language development may have been laid during the previous stage, but it is the emergence of language that is one of the major hallmarks of the preoperational stage of development. Children become much more skilled at pretend play during this stage of development, yet continue to think very concretely about the world around them. AGE RANGE: 2 TO 7 YEARS CHARACTERISTICS: Children begin to think symbolically and learn to use words and pictures to represent objects. Children at this stage tend to be egocentric and struggle to see things from the perspective of others. While they are getting better with language and thinking, they still tend to think about things in very concrete terms. KEY TEACHING STRATEGIES: At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy. For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size. CONCRETE OPERATIONAL STAGE: AGE RANGE: While children are still very concrete and literal in their thinking at this point in development, they 7 TO 11 YEARS become much more adept at using logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation. CHARACTERISTICS: During this stage, children begin to thinking logically about concrete events They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example Their thinking becomes more logical and organized, but still very concrete Children begin using inductive logic, or reasoning from specific information to a general principle KEY TEACHING STRATEGIES: While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts. During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions. FORMAL OPERATIONAL STAGE: AGE RANGE: The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an 12 AND UP understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them. CHARACTERISTICS: At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems Abstract thought emerges Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning Begin to use deductive logic, or reasoning from a general principle to specific information KEY TEACHING STRATEGIES: It is important to note that Piaget did not view children's intellectual development as a quantitative process; that is, kids do not just add more information and knowledge to their existing knowledge as they get older. Instead, Piaget suggested that there is a qualitative change in how children think as they gradually process through these four stages. A child at age 7 doesn't just have more information about the world than he did at age 2; there is a fundamental change in how he thinks about the world. KOHLBERG’S STAGES OF MORAL DEVELOPMENT PRE-CONVENTIONAL Preconventional morality is the earliest period of moral development. It lasts until around the age of 9. At this age, children's decisions are primarily shaped by the expectations of adults and the consequences for breaking the rules. Stage 1 (Obedience and Punishment): The earliest stages of moral development, obedience and punishment are especially common in young children, but adults are also capable of expressing this type of reasoning. According to Kohlberg, people at this stage see rules as fixed and absolute.Obeying the rules is important because it is a way to avoid punishment. Stage 2 (Individualism and Exchange): At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests. CONVENTIONAL The next period of moral development is marked by the acceptance of social rules regarding what is good and moral. During this time, adolescents and adults internalize the moral standards they have learned from their role models and from society. This period also focuses on the acceptance of authority and conforming to the norms of the group. Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boygood girl" orientation, this stage of the interpersonal relationship of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is maintained. At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority. POST-CONVENTIONAL Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and individual rights cause At this level of moral development, people develop an people in the next stage to begin to account for the understanding of abstract principles of morality. differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards. Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules. VYGOTSKY’S SOCIO-CULTURAL THEORY MORE KNOWLEDGEABLE OTHER (MKO) Vygotsky conceived the more knowledgeable other as a person who has greater knowledge and skills than the learner. No matter who serves as the more knowledgeable other, the key is that they provide the needed social instruction within the zone of proximal development (when the learner is sensitive to guidance). MKO could be teachers, parents, ZONE OF PROXIMAL DEVELOPMENT (ZPD) ZPD is defined by Vygotsky (1978) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” SCAFFOLDING Vygotsky's sociocultural theory of human learning describes learning Scaffolding provide special type of help that assists learners move To help learners achieve independence, Vygotsky outlined scaffolding as a tool for growth. Learners complete small, manageable steps in order to reach the goal. Working in collaboration with a skilled instructor or more knowledgeable peers help students make connections between concepts. tutors and even peers. In our example of the five-year-old girl learning to ride a bike, her grandfather not only holds onto the back of the bike, but also verbally teaches her how to balance her bike. as a social process and the towards new concepts, skills, or origination of human intelligence understandings. in society or culture. A second aspect of Vygotsky's theory is the idea that the potential for cognitive development is limited to a "zone of proximal development" (ZPD). BRONFENBRENNER’S BIO-ECOLOGICAL THEORY MACROSYSTEM - The macrosystem in Bronfenbrenner’s ecological model is the largest and most distant collection of people and places to the children that still have significant influences on them. This ecological system is composed of the children’s cultural patterns and values, specifically their dominant beliefs and ideas, as well as political and economic systems. EXOSYSTEM/MESOSYSTEM - The exosystem in Bronfenbrenner’s ecological model pertains to the linkages that may exist between two or more settings, one of which may not contain the developing children but affect them indirectly nonetheless. The mesosystem encompasses the interaction of the different microsystems which children find themselves in. It is, in essence, a system of microsystems and as such, involves linkages between home and school, between peer group and family, and between family and community. The Bronfenbrenner theory suggests that the microsystem is the smallest and most immediate environment in which children live. As such, the microsystem comprises the home, school or daycare, peer group and community environment of the children. MICROSYSTEM/CHRONOSYSTEM - The chronosystem adds the useful dimension of time to Bronfenbrenner’s ecological systems theory. It demonstrates the influence of both change and constancy in the children’s environments. The chronosystem may include a change in family structure, address, parents’ employment status, as well as immense society changes such as economic cycles and wars. THE INDIVIDUAL - Bronfenbrenner (1977) suggested that the environment of the child is a nested arrangement of structures, each contained within the next. He organized them in order of how much of an impact they have on a child. He named these structures the microsystem, mesosystem, exosystem, macrosystem and the chronosystem.