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Chapter 4-3 THEORIES OF DEVELOPMENT ERIK ERIKSON (1902-1994) Erik Erikson was born June 15, 1902 in Frankfurt, Germany. Psychoanalyist and earned a certificate from the Vienna Psychoanalytic Society. Moved to the United States in 1933; Taught at Harvard Medical School. Erikson’s expanded psychoanalytic theory; Contributed to understanding of personality development over a lifespan. Childhood and Society and The Life Cycle Completed; Gandhi's Truth was awarded a Pulitzer Prize and a national Book Award. THEORY –PSYCHOSOCIAL THEORY OF HUMAN DEVELOPMENT Stage theory of personal and social development in which at each stage of life an individual confronts a major challenge or “crisis” Stage 1: Birth to 18 months • Psychosocial Crisis: Trust vs. mistrust • Desired Resolution: When one has a sense of security and some control over environment Stage 5: 12 to 18 years • Psychosocial Crisis: Identity vs. role confusion • Desired Resolution: finding sense of self and building relationships in peer groups Stage 6: Young adult • Psychosocial Crisis: intimacy vs. isolation • Desired Resolution: building a close relationship and connection s with sexual partners, friends Stage 7:Middle adulthood • Psychosocial Crisis: generativity vs. selfabsorption • Desired Resolution: Satisfaction from life’s work, nurturing future generation, and caring for others Stage 8: Late adulthood • Psychosocial Crisis: integrity vs. despair • Desired Resolution: reflection on life with contentment, facing death without hopelessness Stage 2:18 months to 3 years • Psychosocial Crisis: Autonomy vs. doubt • Desired Resolution: Alertness of growing competence and separateness as human being Stage 3: 3 to 6 years • Psychosocial Crisis: initiative vs. guilt • Desired Resolution: exercising a growing sense of power and ability to act on own without undue risk-taking Stage 4: 6 to 12 years • Psychosocial Crisis: Industry vs. inferiority • Desired Resolution: finding satisfaction in school achievement and mastery of new skills IMPORTANCE IN PRACTICE Many early childhood programs utilize his socialemotional theory EXAMPLE: Love and Learn Child Care Center teacher’s stay with the same infants for 2-3 years in order to get to know them personally and in order to provide consistent care. His theory exemplifies the both/and approach. “Each of the crises that children must negotiate is resolved by achieving a balance between the two poles.” (105) EXAMPLE: You must learn to trust an adult, but you must also be cautionary towards adults who are strangers. ERICKSON’S THEORY IN THE CLASSROOM Love and Learn Child Care Center - In this center babies and toddlers have primary caregivers who stay with them for 2 or 3 years. Pre- school and Kindergarten - Structured with extended periods of time for children to initiate their own activities. Teachers encourage children to voice their opinions and ideas. After School Program - Provides time, space and materials for primary grade children to pursue and master hobbies and interests. Erickson’s theory emphasizes the role of the sociocultural context on children’s personal and social development, but parts of his theory assume particular cultural perspectives. ABRAHAM MASLOW 1908- 1970 A humanist, who studied healthy personality development and developed the self-actualization theory, which identifies a hierarchy of needs that motivate people’s behavior and goals. 7 MASLOW’S THEORY Behavior and learning are motivated by a range of needs. Applied this theory to the development of social skills and personality. Felt behavior could satisfy several needs at the same time and accomplishing those needs allowed for individuals to reach their individual potential. 8 MASLOW’S HIERARCHY OF NEEDS -Maslow developed a self-actualization theory with the hierarchy of needs. -The bottom two layers are basic needs required to live. -This hierarchy of needs motivates people’s behavior and goals so they can develop. -Psychological needs are in the middle, followed by self-fulfillment needs. -Maslow believed that a person could not move up the pyramid unless basic needs below were met. 9 MASLOW: IMPLICATIONS FOR PRACTICE • • • Everyone has certain needs including children and for a teacher to be most successful, one must follow these specific needs. Meeting children’s physical needs, emotional and psychological safety are the three main goals for early childhood practices. Children must be given positive, loving relationships between themselves and adults in order to increase their self-esteem and to be the most successful in learning. 10 HOW THEORY WORKS IN PRACTICE: • • • • Be authentic Know that life is precious See that basic needs are satisfied Be good choosers JEAN PIAGET (1896-1980) Swiss –born Spent majority of his life listening to and observing children, began with detailed observations of his 3 children when they were infants Valentine, his wife, did the dayby-day observing and recording beginning at birth Jamie VanDuzer, Chelsea Hunt, Kellie Smith, Maggie Leggour, and Noelle Rosen Piaget’s Theory “Children don’t think like adults” Constructivism: Children actively build their knowledge from firsthand experiences in stimulating environments How Development Occurs Children come up with schemes, or concepts, that guide behavior These schemes alter in response to experiences through the process of adaptation. New information can either be assimilated, or connected to an existing scheme, or it can be accommodated, or constructed into a new scheme. Disequilibrium equilibration TYPES OF KNOWLEDGE Physical Knowledge- How objects move and function and how the physical world works Logico-Mathematical Knowledge- The relationships that are constructed in our minds between objects and concepts Social-Conventional Knowledge- Culturally agreed-on names and symbols that are directly transmitted to the learner STAGES OF DEVELOPMENT Sensorimotor (birth-age 2): Children learn through their senses and motor skills. They cannot comprehend object permanence and are very egocentric. Preoperational (2-7): cognitive developments occur, language explodes. These children don’t understand conservation. Concrete Operational (7-11): thinking becomes more logical, children are able to mentally solve problems. Most successful at solving problems they can directly experience, rather than abstract concepts, such as death. HOW THEORY WORKS IN PRACTICE Children are active learners, meaning they are not sitting listening to a teacher lecture all day Classrooms have a variety of concrete learning materials The environment itself promotes learning How is this important to teachers? Be aware that children learn best through active experiences, Provide activities to promote their learning and development. Teacher’s should have knowledge of the stages of development to provide challenging, yet achievable goals. LEV VYGOTSKY (1896-1934) Born in Russia. Prolific writer and after his death his students further developed his theories. Work was not translated into English until 1962. What children learned is determined by the culture in which they grow up. VYGOTSKY’S THEORY Vygotsky’s sociocultural theory is based on his belief that children learn from social interaction within a culture context. • What children learn is determined by culture in which they grow up • Viewed development basically as a continuous process driven by learning • Cognitive development involves the zone of proximal development, social construction of knowledge, language, selfregulation, and play. VYGOTSKY’S THEORY Zone of proximal development- distance between the actual developmental level an individual has achieved and the level of potential development with adult guidance Social construction of knowledge- children learn by solving problems collaboratively with the teacher’s support or by working with peers Self-Regulation- ability to adapt or control behavior, emotions and thinking Speech is the most important tool for learning Make-believe play is the leading activity in children’s development from about ages 2-5 HOW THEORY WORKS IN PRACTICE Play creates a zone of proximal development. When children pretend to be adults, they use more sophisticated language and behavior. In small groups, pretend play promotes self-regulation. Requires children to regulate themselves, be regulated by others, and regulate others. Theories are practiced by teachers who guide and support student learning and problem solving through play or collaboration with peers. IMPORTANCE FOR PRACTICE Teaching in the zone of proximal development requires children to experience a challenging curriculum Content should move them ahead in thinking and problem solving The teacher’s role is even more important than ever They are not only the controller of the classroom, but as a collaborator with children in constructing their learning B.F. Skinner •Born in Susquehanna, PA •Psychologist •One of the most influential Learning Theorist •Theory of Behaviorism •Developed the theory of Operant Condition •Experimented with animals and humans to explain Operant Conditioning THEORY - Developed the theory Operant conditioning - - *Using pleasant or unpleasant consequences to control behavior Systematic experiment Discovered he could train rats to press a lever by rewarding them with food From experiment with animal and people he developed the core principles B.F SKINNER How his theory worked in practice •Most famous for “Skinner box” •Operant conditioning will change behavior based on immediate consequences •Even used today, positive & negative reinforces, punishment, consequences, and extinction all result from his conclusions Importance for Practice • Operant conditioning effects the way a child will motivate towards learning •Positive reinforcements strengthen behavior •Unpleasant consequences decrease frequency of a behavior •Learning how the child reacts to specific consequences allows the teacher to know which consequences to use