Topic 1(part 1)Modern theories of child development.pptx

Topic 1 Modern Theories of Child Development (Part 1: Theories) Objectives By the end of topic 1, you should know: What a theory is How to evaluate theories What the most important and influential developmental theories are Why theories are valuable in child deve...

Topic 1 Modern Theories of Child Development (Part 1: Theories) Objectives By the end of topic 1, you should know: What a theory is How to evaluate theories What the most important and influential developmental theories are Why theories are valuable in child development  What is a theory? “It is an attempt to discover order, to show that certain events stand in lawful relations to other events.” Skinner, 1953, p.35 A theory connects concepts and builds on observations to explain and predict behavior. Principles of theory: it must be logical, testable, evidence-based, and a set of ideas. For children’s development: The theory refers to the systematic scientific observations that enable us to develop ideas or concepts about what children can do or learn at different points.  Main theoretical approaches 1. Biological theory 2. Psychodynamic theories 3. Learning theories: - Behaviourism - Nativism 4. Cognitive theories: - Constructivism - Social constructivism 5. Ecological theory We should consider: -When theories were developed: historical context and relationship to each other -How useful the theories are in working with children -Compare theories: what are their similarities and differences? Theories and child development Child development is based on observation of what children do and what happens in childhood (phenomena) Patterns of behavior are systematically observed: ◦Antecedent (what comes before) ◦Behavior (actual action, doing or behavior) ◦Consequences (what happens as a result) The meanings we construct from reliable and valid observations can be applied to other children Antecedent > Behavior > Consequence Look at this example (3) Stages of Walking (Newbie to Pro in 90 Seconds) – YouTube If walking confidently is the behavior, what are the antecedents and consequences? Antecedents and Consequences The antecedent is the event, circumstance, or action that happens immediately before a behavior. In other words, it's what happens in the environment IMMEDIATELY BEFORE a behavior is emitted. They provide explanations of changes in behavior: Example ◦ Earlier observations s? ◦ Contextual or environmental factors ◦ Physical changes e.g., growth  Antecedents' examples of walking behavior: creeping, crawling, stepping, pulling up, and cruising.  Consequences are future developments or actions  1. Biological approach KEY THEORIST KEY POINTS John Bowlby 1907 - 1990 Behaviours: Biological predisposition plus learning - attachment Critical periods Maternal deprivation Attachment types Maternal sensitivity hypothesis Influence on child-care Bowlby's evolutionary theory of attachment Bowlby’s psychological evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others because this will help them to survive. A child has an innate (i.e., inborn) need to attach to one main attachment figure usually his/her mother. However, everything in relation to development cannot be connected only to mothers because there are many other important people in a child’s life who influence him or her. There are siblings, grandparents, aunts and uncles, godparents, close family friends, nannies, daycare workers, teachers, peers, and others who interact with a child on a regular basis. The children do develop a strong attachment with their parents/carers and when separated, the children tend to express strong emotions. Bowlby's evolutionary theory of attachment Research on Bowlby’s theory of attachment showed that infants placed in an unfamiliar situation and separated from their parents will generally react in one of three ways upon reunion with the parents: 1. Secure attachment: These infants showed distress upon separation but sought comfort and were easily comforted when the parents returned; ( forgive and forget) 2. Anxious-resistant attachment: A smaller portion of infants experienced greater levels of distress and, upon reuniting with the parents, seemed both to seek comfort and to attempt to “punish” the parents for leaving.( forgive but with punishment) 3. Avoidant attachment: Infants in the third category showed no stress or minimal stress upon separation from their parents and either ignored the parents upon reuniting or actively avoided the parents (Fraley, 2010).( don’t forgive and don’t accept) 2. The Psychodynamic approach Sigmund Erik Erikson Freud (1902-1994) (1856-1939) Psychosexualtheory Psychosocial theory Age-related stage theory of personality development from birth to old age Key role Focus onfor relationships with others unconscious Crisis and resolution for each stage between biological & psychological needs Key assumptions: and social experiences 1. 3 levels of consciousness Gender and cultural differences? 2. We can understand behavior through the unconscious mind 3. Instincts enable us to survive 4. Early childhood makes the adult  The Psychodynamic approach  The psychodynamic theory is associated with Sigmund Freud and Erik Erikson. Theorists who support this theory state that early childhood experiences play a major part in the later development of a child’s personality, even if it is buried in their unconscious.  Psychoanalysis was founded by Sigmund Freud. Freud believed that people could be cured by making their unconscious- conscious thought and motivation. The aim of psychoanalysis therapy is to release repressed emotions and experiences.  Erikson believed that humans' personalities continue to develop past the age of five. He believes that the development of personality depends directly on the resolution of existential crises like trust, autonomy, intimacy, individuality, integrity, and identity. Birth to 5y: biological development, cognitive, language, emotional, and social development.  3. Learning theories (Behaviourism) Skinner (1905-90) Two types of behavior according to Skinner: Respondent behavior – things that happen automatically and reflexively, e.g., pulling your hand away from a hot Skinner's theory of learning says that a person is first exposed stove. This is not learned behavior, it to a stimulus, which elicits a response, and the response is simply occurs automatically and then reinforced (stimulus, response, reinforcement). involuntarily. For example, taking away privileges from a child as Operant behavior – things that require punishment for talking back to their parents will lead the child to want to not be disrespectful next time. As a result, this gets our conscious control. Though some rid of their undesirable behavior. may occur spontaneously or purposely, it is the consequences of such actions which (he proposes that environment is dominant ) then determine whether or not these ( situational factors = environment ) actions recur in the future. (Open the umbrella when it’s raining, but what ( passive learning = environment ) happens when there is a strong wind).  Nativism and Chomsky (1928-) Chomsky argues that children have an inborn faculty for language acquisition. According to this theory, the process is biologically determined - the human species has evolved a brain whose neural circuits contain linguistic information at birth. Language can’t be learned just by reinforcement (encouragement) and imitation. Children learn language by hearing it without teaching. (We learn because we are born with the ability to learn ) (individual differences = nativism ) 4. Cognitive theories Constructivism: Piaget (1896-1980) Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. The child actively interacts with the environment to construct knowledge through creating and modifying mental structures or schemas. ( active = mentalism/ genetics ) Development progresses in stages. ( its both environment and genetics) Piaget’s developmental stages Cognitive theories Social constructivism: Vygotsky (1896- 1934) Humans can only be understood within their social context. Social interactions drive development and independence. Central to Vygotsky's theory is the idea that infants develop new social and cognitive skills through interactions with older individuals. Zone of proximal development (ZPD) Scaffolding ( its both environment and genetics) Vygotsky The Zone of Proximal Development is Scaffolding- Bruner and Vygotsky defined as the space between what a learner can do without assistance Bruner believes that and what a learner can do with children who self-learn adult guidance or in collaboration with more capable peers. while having teacher support results in a positive learning environment. On the other hand, Vygotsky believed that a child working alone too much wasn't a good idea, he prefers direct social interaction as a better way to learn.  5. Ecological approach: Bronfenbrenner (1917-2005) Bronfenbrenner's ecological Integrative systems theory is one of the approach most accepted explanations regarding the influence of Key role for social environments on human the social environment. development. This theory argues that the environment you grow up ‘Bioecologic al’ model of in affects every facet of your life. human development: biology and social environment Comparing theories Theory Hypothesis/Proposition Biological approaches: Evolutionary theories of attachment (Bowlby)- Psychodynamic approach (Freud, Erikson) Early experiences are critical Cognitive theory (Piaget) Development in stages Behaviorism (Skinner) Environment is key Innate factors are key Nativism/mentalism (Chomsky) Social constructivism vygotsky; Social interactions are key Piaget) Ecological approach (Bronfenbrenner) Activity is key in child development